World History 8

 

We are transitioning to E-Learning from April 6th – May 21st.

See Google Classroom for all updated assignments.

Please check your email for regular updates to assignments. 

Weekly assignments will be posted on Mondays and will be due on Thursdays before midnight.

World History ~ March 9 – 13

Monday, March 9th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…review for the Roman Republic test by answering various questions and answer/annotate the Topic 10 Learning Targets.

Students played review game (Kahoot or Quizlet) to prepare for test tomorrow and finished answering & annotating Learning Targets.

Homework: Topic 10 Roman Republic Test Tu 3/10; Topic 10 Learning Targets due Tu 3/10; Bell Ringer Test W 3/11

Tuesday, March 10th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…answer various questions relating to the Roman Republic.

Students turned in Topic 10 Roman Republic Learning Targets.

Students completed Topic 10 Roman Republic Test.

Homework: None

Wednesday, March 11th

Bell Ringer: #35.  Interpreting Maps text 347

Classwork: Students reviewed today’s learning targets: I CAN…1) Identify Cicero. 2) List the problems that plagued Rome in the 70s BC. 3) Predict how Cicero might have been more successful in his efforts to improve Rome. 4) Name Caesar’s first position he held in the Roman government. 5) Explain why Caesar crossed the Rubicon with his army. 6) Recall what Caesar did to Pompey. 7) Evaluate why Caesar was killed. 8) Classify how most Romans felt about the death of Caesar. 9) Tell what happened to Caesar’s killers after his assassination. 10) Analyze why Octavian turned against Marc Antony. 11) List at least three economic resources the Romans wanted. 12) List two areas Rome took over by the early 100s. 13) Infer why a Roman sailor would be glad that Rome controlled the entire Mediterranean Sea. 14) List two examples of important medical discoveries made during the Roman Empire. 15) Explain why cement was such a useful material. 16) List two architectural features that the Romans copied from the Greeks. 17) Evaluate how the Romans were able to increase the size of their buildings. 18) List four types of art at which the Romans excelled.

Students took Bell Ringer Test. Then, read Chapter 11.1 From Republic to Empire and created an outline 11.1 Reading With a Purpose to be discussed and graded tomorrow in class.

Homework: Finish 11.1 RWP

Thursday, March 12th

Bell Ringer: #36.  The Roman Arch text 348

Classwork: Students reviewed today’s learning targets: I CAN…1) Identify Cicero. 2) List the problems that plagued Rome in the 70s BC. 3) Predict how Cicero might have been more successful in his efforts to improve Rome. 4) Name Caesar’s first position he held in the Roman government. 5) Explain why Caesar crossed the Rubicon with his army. 6) Recall what Caesar did to Pompey. 7) Evaluate why Caesar was killed. 8) Classify how most Romans felt about the death of Caesar. 9) Tell what happened to Caesar’s killers after his assassination. 10) Analyze why Octavian turned against Marc Antony. 11) List at least three economic resources the Romans wanted. 12) List two areas Rome took over by the early 100s. 13) Infer why a Roman sailor would be glad that Rome controlled the entire Mediterranean Sea. 14) List two examples of important medical discoveries made during the Roman Empire. 15) Explain why cement was such a useful material. 16) List two architectural features that the Romans copied from the Greeks. 17) Evaluate how the Romans were able to increase the size of their buildings. 18) List four types of art at which the Romans excelled.

Students read Chapter 11.1 From Republic to Empire and created an outline 11.1 Reading With a Purpose to be discussed and graded in class.

Homework: Review 11.1; 11.1 Quiz M 3/16

Friday, March 13th

No School ~ Teacher Workday

World History ~ March 2 – 6

Monday, March 2nd

Bell Ringer: #30. Interpreting Maps text 331

Classwork: Students reviewed today’s learning targets: I CAN…10) Define consul. 11) Analyze why the Senate was so powerful. 12) Evaluate the necessity of the assemblies and tribunes in the Roman government. 13) Define veto and identify the branch of the Roman government with this power. 14) Explain how the Roman government kept tribunes from becoming too powerful. 15) List two ways in which civic duty was demonstrated in Rome. 16) Name the material on which the first Roman laws were written down. 17) Determine why the Romans displayed the Law of the Twelve Tables in public places. 18) Discuss how, despite changing over time, the Law of the Twelve Tables remained important. 19) Identify the location of the Law of the Twelve Tables. 20) List the types of buildings that were in the Forum and tell what else brought people there. 21) Predict how a farmer who had never before been to the city of Rome would have felt stepping into the Roman Forum for the first time.

We graded/reviewed 10.2 Section Assessment (text 329; #1 – #4). Students completed 10.2 Quiz. Students read/discussed “Growth of Territory and Trade” text 330-331 (slide 19); created a cause-and-effect chain detailing the events discussed; answered the question “Did expansion help or hurt Rome?”

Homework: Topic 10 Roman Republic Test Tu 3/10; Topic 10 Learning Targets due Tu 3/10

Tuesday, March 3rd

Bell Ringer: #31. Interpreting Maps text 334

Classwork: Students reviewed today’s learning targets: I CAN…22) Define legion. 23) Define century. 24) Explain what happened to the tradition of the small farm in Italy. 25) Evaluate how the growth of the city of Rome affected trade. 26) Identify who Rome fought in the Punic Wars. 27) Identify the Carthaginian general who almost defeated Rome. 28) Speculate how history might have been different had a storm delayed the Romans’ crossing to northern Africa. 29) Summarize how the Gracchi brothers tried to help poor Romans. 30) Examine why political violence was more common after the Gracchi brothers deaths than before. 31) Infer why it might be a problem if a nation’s soldiers are more loyal to their leaders than to the government. 32) Determine how Sulla turned what he had learned from Marius against him. 33) Contrast why some people saw Spartacus as a hero while others considered him and enemy of Rome.

Students reviewed “Growth of Territory and Trade” cause-and-effect chain detailing the events discussed; answered the question “Did expansion help or hurt Rome?”

Continued reading/discussing “Rome Grows Beyond Italy” text 331-333 (slide 20) and wrote a journal entry referring to the Punic Wars.

Homework: Punic Wars Journal Entry due W 3/04; Topic 10 Roman Republic Test Tu 3/10; Topic 10 Learning Targets due Tu 3/10; Bell Ringer Test next week

Wednesday, March 4th

Bell Ringer: #32. Who did Rome fight in the Punic Wars?

Classwork: Students reviewed today’s learning targets: I CAN…22) Define legion. 23) Define century. 24) Explain what happened to the tradition of the small farm in Italy. 25) Evaluate how the growth of the city of Rome affected trade. 26) Identify who Rome fought in the Punic Wars. 27) Identify the Carthaginian general who almost defeated Rome. 28) Speculate how history might have been different had a storm delayed the Romans’ crossing to northern Africa. 29) Summarize how the Gracchi brothers tried to help poor Romans. 30) Examine why political violence was more common after the Gracchi brothers deaths than before. 31) Infer why it might be a problem if a nation’s soldiers are more loyal to their leaders than to the government. 32) Determine how Sulla turned what he had learned from Marius against him. 33) Contrast why some people saw Spartacus as a hero while others considered him and enemy of Rome.

Students read “Crises Strike the Republic” text 334-335 (slide 21); wrote an explanation of how students would handle the three crises that struck the republic – the assassination of the Gracchi brothers – fighing between Marius and Sulla – slave rebellion led by Spartacus. Then, students completed 10.3 Section Assessment text 335 #1 – #4.

Homework: 10.3 Section Assessment due Th 3/05; Topic 10 Roman Republic Test Tu 3/10; Topic 10 Learning Targets due Tu 3/10; Bell Ringer Test next week

Thursday, March 5th

Bell Ringer: #33. What does the term “Do as the Romans do?” mean?

Classwork: Students reviewed today’s learning targets: I CAN…22) Define legion. 23) Define century. 24) Explain what happened to the tradition of the small farm in Italy. 25) Evaluate how the growth of the city of Rome affected trade. 26) Identify who Rome fought in the Punic Wars. 27) Identify the Carthaginian general who almost defeated Rome. 28) Speculate how history might have been different had a storm delayed the Romans’ crossing to northern Africa. 29) Summarize how the Gracchi brothers tried to help poor Romans. 30) Examine why political violence was more common after the Gracchi brothers deaths than before. 31) Infer why it might be a problem if a nation’s soldiers are more loyal to their leaders than to the government. 32) Determine how Sulla turned what he had learned from Marius against him. 33) Contrast why some people saw Spartacus as a hero while others considered him and enemy of Rome.

Students review/grade 10.3 Section Assessment text 335 #1 – #4. Students played review game (Kahoot or Quizlet) to prepare for test tomorrow and finished answering & annotating Learning Targets.

Homework: Topic 10 Roman Republic Test Tu 3/10; Topic 10 Learning Targets due Tu 3/10; Bell Ringer Test next week

Friday, March 6th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…review‌ ‌for‌ ‌the‌ ‌Roman‌ ‌Republic‌ ‌test‌ ‌by‌ ‌answering‌ ‌various‌ ‌questions‌ ‌and‌ ‌answer/annotate‌ ‌the‌ ‌Topic‌ ‌10‌ Learning‌ ‌Targets.‌

Students played review game (Kahoot or Quizlet) to prepare for test tomorrow and finished answering & annotating Learning Targets.

Homework: Topic 10 Roman Republic Test Tu 3/10; Topic 10 Learning Targets due Tu 3/10; Bell Ringer Test next week

World History ~ February 24 – 28

Monday, February 24th

Bell Ringer: #26. Interpreting Maps text 317

Classwork: Students reviewed today’s learning targets: I CAN…1) Name the two mountain ranges in Italy and state their locations. 2) Explain why Romans could grow a wide variety of crops. 3) Analyze how the Romans took advantage of Italy’s physical geography. 4) Identify the epic poem that tells the story of Aeneas and name the author. 5) Tell what was remarkable about the childhood of the legendary Romulus and Remus. 6) Infer how a legendary beginning might make a country or empire more stable. 7) Outline the Roman office of dictator. 8) Contrast a republic and a monarchy. 9) Detail the first 50 years of the Roman republic.

Topic 10 The Roman Republic Google Slides Presentation is located on Google Classroom.

Students completed Chapter 10 Section 1 ‘The Geography of Italy’ map activity by using instructions from Slide 4 on the Google Slides Presentation. Read 316 – 317 and decide where you would choose to develop your own civilization. Then, write a paragraph about the reasons you would choose that location (physical features and climate).

Students used instructions from Slide 7 ‘Rome’s Legendary Origins’. Read 318 – 319. Then, write a legend about your own beginnings of your civilization (writing at least 2 paragraphs).

Homework:Finish writing legend; 10.1 Quiz W 2/26

Tuesday, February 25th

Bell Ringer: #27. Interpreting Maps text 320

Classwork: Students reviewed today’s learning targets: I CAN…1) Name the two mountain ranges in Italy and state their locations. 2) Explain why Romans could grow a wide variety of crops. 3) Analyze how the Romans took advantage of Italy’s physical geography. 4) Identify the epic poem that tells the story of Aeneas and name the author. 5) Tell what was remarkable about the childhood of the legendary Romulus and Remus. 6) Infer how a legendary beginning might make a country or empire more stable. 7) Outline the Roman office of dictator. 8) Contrast a republic and a monarchy. 9) Detail the first 50 years of the Roman republic.

Topic 10 The Roman Republic Google Slides Presentation is located on Google Classroom.

Students discussed legend with classmates. Then completed Chapter 10 Section 1 ‘The Early Republic’ activity by using instructions from Slide 10 on the Google Slides Presentation. Read 320 – 321 and compare and/contrast to something we do or do not do in the United States as it relates to our republican form of government.

Students completed 10.1 Section Assessment (text 321; #1 – #4).

Homework: Finish compare/contrast The Early Republic; 10.1 Section Assessment due W 2/26; 10.1 Quiz W 2/26

Wednesday, February 26th

Bell Ringer: #28. How were patricians and plebeians different? text 321

Classwork: Students reviewed today’s learning targets: I CAN…1) Name the two mountain ranges in Italy and state their locations. 2) Explain why Romans could grow a wide variety of crops. 3) Analyze how the Romans took advantage of Italy’s physical geography. 4) Identify the epic poem that tells the story of Aeneas and name the author. 5) Tell what was remarkable about the childhood of the legendary Romulus and Remus. 6) Infer how a legendary beginning might make a country or empire more stable. 7) Outline the Roman office of dictator. 8) Contrast a republic and a monarchy. 9) Detail the first 50 years of the Roman republic.

We discussed Chapter 10 Section 1 ‘The Early Republic’ activity by using instructions from Slide 10 on the Google Slides Presentation. Read 320 – 321 and compare and/contrast to something we do or do not do in the United States as it relates to our republican form of government.

Students review/graded 10.1 Section Assessment (text 321; #1 – #4). Students completed 10.1 Quiz. Slide 11: We discussed Chapter 10 Section 2 Government and Society. Read 324 – 327. With a blank sheet of paper, students drew/colored  Roman government in action including ALL areas of government discussed.

Homework: Roman government in action due F 2/28

Thursday, February 27th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…10) Define consul. 11)Analyze why the Senate was so powerful. 12) Evaluate the necessity of the assemblies and tribunes in the Roman government. 13) Define veto and identify the branch of the Roman government with this power. 14) Explain how the Roman government kept tribunes from becoming too powerful. 15) List two ways in which civic duty was demonstrated in Rome. 16) Name the material on which the first Roman laws were written down. 17) Determine why the Romans displayed the Law of the Twelve Tables in public places. 18) Discuss how, despite changing over time, the Law of the Twelve Tables remained important. 19) Identify the location of the Law of the Twelve Tables. 20) List the types of buildings that were in the Forum and tell what else brought people there. 21) Predict how a farmer who had never before been to the city of Rome would have felt stepping into the Roman Forum for the first time.

Most students will be at the Final Four OMHS Basketball Game at the BJCC.  Any students in class will work on Topic 10 Learning Targets (answer and annotate).

Homework: Roman government in action due F 2/28; 10.2 Quiz M 3/02

Friday, February 28th

Bell Ringer: #29. Analyzing Information  text 326

Classwork: Students reviewed today’s learning targets: I CAN…10) Define consul. 11)Analyze why the Senate was so powerful. 12) Evaluate the necessity of the assemblies and tribunes in the Roman government. 13) Define veto and identify the branch of the Roman government with this power. 14) Explain how the Roman government kept tribunes from becoming too powerful. 15) List two ways in which civic duty was demonstrated in Rome. 16) Name the material on which the first Roman laws were written down. 17) Determine why the Romans displayed the Law of the Twelve Tables in public places. 18) Discuss how, despite changing over time, the Law of the Twelve Tables remained important. 19) Identify the location of the Law of the Twelve Tables. 20) List the types of buildings that were in the Forum and tell what else brought people there. 21) Predict how a farmer who had never before been to the city of Rome would have felt stepping into the Roman Forum for the first time.

We discussed Roman government in action that the students drew & colored on W 2/26.  Students read text 327 ‘Written Laws Keep Order’ (Slide 13) & “The Roman Forum” (Slide 17). On a blank sheet of notebook paper, students answered the following questions: 1) What would school be like if there were no rules? 2) What would school be like if only teachers knew the rules? 3) Why must both teachers and students know the rules for equity to exist? Note: equity = the quality of being fair and impartial.    Students completed 10.2 Section Assessment (text 329; #1 – #4).

Homework: 10.2 Section Assessment due M 3/02; 10.2 Quiz M 3/02

World History ~ February 17 – 21

Monday, February 17th

Presidents Day ~ No School ~ Teacher Workday

Tuesday, February 18th

Bell Ringer: #23. Was Alexander great or not? Why or why?

Classwork: Students reviewed today’s learning targets: I CAN…22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

Students continued composing Guided Essay: How Great Was Alexander the Great? Five paragraphs citing detailed evidence from their research of the Document Analysis and Background Essay. Students will work on this gold assignment on Th 2/13, F 2/14, and Tu 2/18. Peer editing will begin on W 2/19, then students will correct any mistakes on W 2/19. Students type or write the final essay and turn in with a draft to be graded.

Homework: Topic 9 LTs due F 2/21; Alexander Essay due Th 2/20

Wednesday, February 19th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

Students peer edit one another’s essay, then students correct any mistakes. Students type or write the final essay and turn in with a draft to be graded.

Homework: Topic 9 LTs due F 2/21; Alexander Essay due Th 2/20

Thursday, February 20th

Bell Ringer: #24. Analyzing Visuals The Parthenon text 290-291

Classwork: Students reviewed today’s learning targets: I CAN…28) List four areas of the arts in which the ancient Greeks made notable contributions. 29) Explain why Greek statues are still admired today. 30) Interpret why the people of Athens built the Parthenon. 31) Justify why the Parthenon is considered the most impressive of all Greek buildings. 32) List two of the many new forms of writing created by the Greeks. 33) Evaluate how Thucydides has shaped the modern study of history. 34) Identify Socrates, Plato, and Aristotle. 35) Determine why people became angry with Socrates. 36) Judge whether or not Aristotle’s idea that people should live lives of moderation is a good way to live or not. 37) List two of Hippocrates’ contributions to medicine. 38) Name the inventor of the water screw.

Complete Greek Philosophers using textbook and online resources (not Wikipedia) and discuss.

Videos on Socrates, Plato, Aristotle, and other Greeks via Discovery Education and History.com.

Homework: Learning Targets due F 2/21; Alexander Essay due Th 2/20 (Google Classroom)

Friday, February 21st

Bell Ringer: #25. Biography Making Inferences Greek Philosophers  text 295

Classwork: Students reviewed today’s learning targets: I CAN…28) List four areas of the arts in which the ancient Greeks made notable contributions. 29) Explain why Greek statues are still admired today. 30) Interpret why the people of Athens built the Parthenon. 31) Justify why the Parthenon is considered the most impressive of all Greek buildings. 32) List two of the many new forms of writing created by the Greeks. 33) Evaluate how Thucydides has shaped the modern study of history. 34) Identify Socrates, Plato, and Aristotle. 35) Determine why people became angry with Socrates. 36) Judge whether or not Aristotle’s idea that people should live lives of moderation is a good way to live or not. 37) List two of Hippocrates’ contributions to medicine. 38) Name the inventor of the water screw.

Complete Greek Philosophers using textbook and online resources (not Wikipedia) and discuss.

Turn in Topic 9 Learning Targets; Complete Greek Philosophers using textbook and online resources (not Wikipedia) and discuss.

Videos on Socrates, Plato, Aristotle, other Greeks, and Greek Achievements via Discovery Education and History.com.

Homework: None

 

World History ~ February 10 – 14

Monday, February 10th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

Students will continue reading Alexander the Great Background Essay and underline/highlight the most important information and vocabulary terms. They will answer questions and define terms on the Background Essay Questions sheet. This will assist with background information and evidence to go with their personal essay later next week.  Alexander the Great 6 Document Packet [Document A – F] (class copy – Students do not write on class copy.)  Document Analysis Questions: Analyze six primary source documents relating to Alexander the Great. Students are to use their own sheet of paper to write the questions and answers. These will be used as notes and reference/evidence when forming their own personal essay later next week with “How Great Was Alexander the Great?”  More details are on Google Classroom.

If times allows, students complete 9.3 Section Assessment (text 288; #1 – #4). Topic 9 Learning Targets (answer and annotate).

Homework: Review notes; 9.3 Section Assessment due W 2/12; 9.3 Quiz W 2/12

Tuesday, February 11th

Bell Ringer: #20. What were the three Hellenistic kingdoms called after Alexander died?

Classwork: Students reviewed today’s learning targets: I CAN…22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

We reviewed the Alexander the Great Background Essay & Questions and 6 Document Packet [Document A – F].  All of these will be used as notes and reference/evidence when forming their own personal essay this week with “How Great Was Alexander the Great?”  More details are on Google Classroom.

Review/grade 9.3 Section Assessment (text 288; #1 – #4). Work on Topic 9 Learning Targets (answer and annotate).

Homework: Review notes; 9.3 Section Assessment due W 2/12; 9.3 Quiz W 2/12

Wednesday, February 12th

Bell Ringer: #21. How did Alexander help spread Greek culture throughout his empire? (text 287)

Classwork: Students reviewed today’s learning targets: I CAN…22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

We reviewed/graded 9.3 Section Assessment (text 288; #1 – #4) and completed 9.3 Quiz Alexander the Great. Students worked on Topic 9 Learning Targets (answer and annotate).

Homework: None

Thursday, February 13th

Bell Ringer: #22. What were your top three characteristics of someone who is “Great” and why?

Classwork: Students reviewed today’s learning targets: I CAN…22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

Students began composing Guided Essay: How Great Was Alexander the Great? Five paragraphs citing detailed evidence from their research of the Document Analysis and Background Essay. Students will work on this gold assignment on Th 2/13, F 2/14, and Tu 2/18. Peer editing will begin on W 2/19, then students will correct any mistakes on W 2/19. 

Homework: Topic 9 LTs due F 2/21; Alexander Essay due W 2/19

Friday, February 14th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

Students continued composing Guided Essay: How Great Was Alexander the Great? Five paragraphs citing detailed evidence from their research of the Document Analysis and Background Essay. Students will work on this gold assignment on Th 2/13, F 2/14, and Tu 2/18. Peer editing will begin on W 2/19, then students will correct any mistakes on W 2/19. 

Homework: Topic 9 LTs due F 2/21; Alexander Essay due W 2/19

World History ~ February 3 – 7

Monday, February 3rd

Bell Ringer: #15. What happened to Greece after the Peloponnesian War? text 283

Classwork: Students reviewed today’s learning targets: I CAN…9) Demonstrate, according to legend, who was responsible for the beginnings of the Spartan social system. 10) List the two qualities that Spartans believed were most important in a good soldier. 11) Contrast why women in Spartan society had more rights than women in Athenian society and distinguish how the organization of society in Sparta and Athens influenced women’s rights. 12) List how many kings officially ruled Sparta. 13) Judge why Spartan elected officials had more power than the kings. 14) List two things Athenian girls were taught. 15) Contrast the basic differences between life in Sparta and life in Athens. 16) Choose which city-state, Sparta or Athens, I would have liked to lived. 17) Define alliance. 18) Summarize what happened to the Delian League.

Review as a class the classwork from Friday: Chapter 9 Section 2 Sparta and Athens: Read articles about Athens and Sparta of the topics of government, values, and women and slaves. Complete graphic organizers that compare and contrast each topic with the two city-states. Lastly, choosing the society you agree with the most with cited evidence. 

Students complete 9.2 Section Assessment (text 283; #1 – #4) and Topic 9 Learning Targets (answer and annotate).

Homework: Review notes; 9.2 Quiz Tu 2/04; Topic 9 Learning Targets due F 2/14

Tuesday, February 4th

Bell Ringer: #16. Define greatness.

Classwork: Students reviewed today’s learning targets: I CAN…9) Demonstrate, according to legend, who was responsible for the beginnings of the Spartan social system. 10) List the two qualities that Spartans believed were most important in a good soldier. 11) Contrast why women in Spartan society had more rights than women in Athenian society and distinguish how the organization of society in Sparta and Athens influenced women’s rights. 12) List how many kings officially ruled Sparta. 13) Judge why Spartan elected officials had more power than the kings. 14) List two things Athenian girls were taught. 15) Contrast the basic differences between life in Sparta and life in Athens. 16) Choose which city-state, Sparta or Athens, I would have liked to lived. 17) Define alliance. 18) Summarize what happened to the Delian League.

Students reviewed/graded 9.2 Section Assessment (text 283; #1 – #4).

Students completed 9.2 Quiz (Sparta & Athens).

Homework: Review notes; Topic 9 Learning Targets due F 2/14

Wednesday, February 5th

Bell Ringer: #17. How was Philip II able to conquer Greece? Text 284 – 285

Classwork: Students reviewed today’s learning targets: I CAN…19) Define phalanx. 20) Choose whether or not Philip conquered the Persian Empire and tell why or why not. 21) Determine why the rest of Greece agreed to make Philip their leader after he defeated Athens and Thebes. 22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

Students were in placed in groups to discuss 8 character traits with examples of historical and current people. They decided top 3 character traits most important to be ‘great’.  Review time and place as establishing context using timeline. Discuss essential vocabulary. Pre-read, numbering paragraphs, During Reading (making connection, wonder question, etc.).

Students complete 9.3 Section Assessment (text 288; #1 – #4).

Homework: Review notes; 9.3 Section Assessment due Tu 2/11; 9.3 Quiz Tu 2/11

Thursday, February 6th

Bell Ringer: #18. Interpreting Maps text 287

Classwork: Students reviewed today’s learning targets: I CAN…19) Define phalanx. 20) Choose whether or not Philip conquered the Persian Empire and tell why or why not. 21) Determine why the rest of Greece agreed to make Philip their leader after he defeated Athens and Thebes. 22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

We discussed Alexander the Great timeline of reign, lands conquered, and more. Students worked  in groups to finish discussing 8 character traits with examples of historical and current people. They decided their personal top 3 character traits most important to be ‘great’.  Review time and place as establishing context using timeline. Discuss essential vocabulary. ‘How Great Was Alexander the Great?’ article – Pre-read, numbering paragraphs, During Reading (making connection, wonder question, etc.).

Students complete 9.3 Section Assessment (text 288; #1 – #4).

Homework: Review notes; 9.3 Section Assessment due Tu 2/11; 9.3 Quiz Tu 2/11

Friday, February 7th

Bell Ringer: #19. Why were three kingdoms created from Alexander’s empire? text 288

Classwork: Students reviewed today’s learning targets: I CAN…22) Explain why Alexander is called “the Great”. 23) List 5 areas that Alexander conquered between 336 and 323 BC in building his empire. 24) Conclude how Alexander spread Greek culture throughout his empire. 25) Discover why Alexander modeled new cities after the cities of Greece. 26) Detail what happened to Alexander’s empire after his death. 27) Justify whether or not Alexander was a successful conqueror and worthy of being called “Great”.

Students will continue reading Alexander the Great Background Essay and underline/highlight the most important information and vocabulary terms. They will answer questions and define terms on the Background Essay Questions sheet. This will assist with background information and evidence to go with their personal essay later next week.  Alexander the Great 6 Document Packet [Document A – F] (class copy – Students do not write on class copy.)  Document Analysis Questions: Analyze six primary source documents relating to Alexander the Great. Students are to use their own sheet of paper to write the questions and answers. These will be used as notes and reference/evidence when forming their own personal essay later next week with “How Great Was Alexander the Great?”  More details are on Google Classroom.

If times allows, students complete 9.3 Section Assessment (text 288; #1 – #4). Topic 9 Learning Targets (answer and annotate).

Homework: Review notes; 9.3 Section Assessment due Tu 2/11; 9.3 Quiz Tu 2/11

 

World History ~ January 27 – 31

Monday, January 27th

Bell Ringer: #10. Interpreting Maps text 273

Classwork: Students reviewed today’s learning targets: I CAN…1) Explain why historians call King Cyrus of Persia “Great”. 2) Analyze why Cyrus was able to create and rule the largest empire the world had ever seen. 3) Show how Darius I organized the Persian Empire politically. 4) Evaluate Darius’s use of satraps and his system of roads and messengers as ways to govern his empire. 5) Recall why Darius swore to get revenge on the Greeks. 6) Name the place near Athens where the Persian Wars began. 7) List the names of the three battles in Persia’s second invasion of Greece. 8) Choose whether or not Sparta and Athens would remain allies after joining forces to defeat Persia. 

We read aloud as a class Chapter 9 Section 1 Greece and Persia (text 272 – 277) writing down the most important facts for each subsection (Persia Becomes an Empire, The Persian Empire Grows Stronger, and The Persians Fight Greece).

Homework: 9.1 Section Assessment due W 1/29; 9.1 Quiz W 1/29

Tuesday, January 28th

Bell Ringer:  #11. Interpreting Maps text 276

Classwork: Students reviewed today’s learning targets: I CAN…1) Explain why historians call King Cyrus of Persia “Great”. 2) Analyze why Cyrus was able to create and rule the largest empire the world had ever seen. 3) Show how Darius I organized the Persian Empire politically. 4) Evaluate Darius’s use of satraps and his system of roads and messengers as ways to govern his empire. 5) Recall why Darius swore to get revenge on the Greeks. 6) Name the place near Athens where the Persian Wars began. 7) List the names of the three battles in Persia’s second invasion of Greece. 8) Choose whether or not Sparta and Athens would remain allies after joining forces to defeat Persia. 

We read aloud as a class Chapter 9 Section 1 Greece and Persia (text 272 – 277) writing down the most important facts for each subsection (Persia Becomes an Empire, The Persian Empire Grows Stronger, and The Persians Fight Greece). 

Students complete 9.1 Section Assessment (text 277; #1 – #4)

Homework: 9.1 Section Assessment due W 1/29; 9.1 Quiz W 1/29

Wednesday, January 29th

Bell Ringer: #12. Why did Darius and Xerxes want to conquer Greece? 

Classwork: Students reviewed today’s learning targets: I CAN…1) Explain why historians call King Cyrus of Persia “Great”. 2) Analyze why Cyrus was able to create and rule the largest empire the world had ever seen. 3) Show how Darius I organized the Persian Empire politically. 4) Evaluate Darius’s use of satraps and his system of roads and messengers as ways to govern his empire. 5) Recall why Darius swore to get revenge on the Greeks. 6) Name the place near Athens where the Persian Wars began. 7) List the names of the three battles in Persia’s second invasion of Greece. 8) Choose whether or not Sparta and Athens would remain allies after joining forces to defeat Persia. 

Students reviewed/graded 9.1 Section Assessment (text 277; #1 – #4).

Students completed 9.1 Quiz.

Videos on Persian Wars via Discovery Education and History.com.

Homework: Review notes

Thursday, January 30th

Bell Ringer: #13.What was the most important element of Spartan society?

Classwork: Students reviewed today’s learning targets: I CAN…9) Demonstrate, according to legend, who was responsible for the beginnings of the Spartan social system. 10) List the two qualities that Spartans believed were most important in a good soldier. 11) Contrast why women in Spartan society had more rights than women in Athenian society and distinguish how the organization of society in Sparta and Athens influenced women’s rights. 12) List how many kings officially ruled Sparta. 13) Judge why Spartan elected officials had more power than the kings. 14) List two things Athenian girls were taught. 15) Contrast the basic differences between life in Sparta and life in Athens. 16) Choose which city-state, Sparta or Athens, I would have liked to lived. 17) Define alliance. 18) Summarize what happened to the Delian League.

We read aloud as a class Chapter 9 Section 2 Sparta and Athens (text 278 – 283) writing down the most important facts for each subsection [Spartans Build a Military Society, Athenians Admire the Mind, Sparta and Athens Fight (Peloponnesian War)].

Videos on Sparta and Athens; Peloponnesian War via Discovery Education and History.com.

Homework: Review notes; 9.2 Quiz M 2/03

Friday, January 31st

Bell Ringer: #14. Interpreting Maps text 282

Classwork: Students reviewed today’s learning targets: I CAN…9) Demonstrate, according to legend, who was responsible for the beginnings of the Spartan social system. 10) List the two qualities that Spartans believed were most important in a good soldier. 11) Contrast why women in Spartan society had more rights than women in Athenian society and distinguish how the organization of society in Sparta and Athens influenced women’s rights. 12) List how many kings officially ruled Sparta. 13) Judge why Spartan elected officials had more power than the kings. 14) List two things Athenian girls were taught. 15) Contrast the basic differences between life in Sparta and life in Athens. 16) Choose which city-state, Sparta or Athens, I would have liked to lived. 17) Define alliance. 18) Summarize what happened to the Delian League. 

Finish reading aloud as a class Chapter 9 Section 2 Sparta and Athens (text 278 – 283) writing down the most important facts for each subsection [Spartans Build a Military Society, Athenians Admire the Mind, Sparta and Athens Fight (Peloponnesian War)].

Videos on Sparta and Athens; Peloponnesian War via Discovery Education and History.com.

Students complete 9.2 Section Assessment (text 283; #1 – #4).

Homework: Review notes; 9.2 Section Assessment due M 2/03; 9.2 Quiz M 2/03

 

World History ~ January 20 – 24

Monday, January 20th

MLK Day ~ No School

Tuesday, January 21st

Bell Ringer:  #9. Biography text 257

Classwork: Students reviewed today’s learning targets: I CAN…review for Topic 8 Ancient Greece Test..

Students worked on Topic 8 Learning Targets annotate and answer. Then, they reviewed/prepared for upcoming Topic 8 Ancient Greece Test. 

Homework: Topic 8 Ancient Greece Test Th 1/23

Wednesday, January 22nd

OMHS Counselor spoke to our class about Freshman Course Selections.

Thursday, January 23rd

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…answer various questions about Ancient Greece.

Students turned in Topic 8 Learning Targets and completed Topic 8 Ancient Greece Test.

Homework: Performance Series Testing F 1/24

Friday, January 24th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…take the Performance Series test on a chromebook, reading specific paragraphs, and answering questions accurately.

Students utilized chromebooks to take the Performance Series test.

Homework: None

World History ~ January 13 – 17

Monday, January 13th

Bell Ringer:  #4. Analyzing Visuals text 248 – 249

Classwork: Students reviewed today’s learning targets: I CAN…collaborate with a partner utilizing Jigsaw Activity focusing on Chapter 8 Section 2 of Ancient Greece.

Students completed the Jigsaw Activity for Chapter 8 Section 2 ~ Government in Athens. See Google Classroom for more details about this assignment.

Homework: 8.2 Quiz W 01/15

Tuesday, January 14th

Bell Ringer:  #5. Analyzing Primary Sources text 250

Classwork: Students reviewed today’s learning targets: I CAN…collaborate with a partner utilizing Jigsaw Activity focusing on Chapter 8 Section 2 of Ancient Greece.

Students completed the Jigsaw Activity for Chapter 8 Section 2 ~ Government in Athens. See Google Classroom for more details about this assignment.

Homework: 8.2 Quiz W 01/15

Wednesday, January 15th

Bell Ringer:  #6. Reading Check text 251

Classwork: Students reviewed today’s learning targets: I CAN…complete 8.2 Quiz that cover Chapter 8 Section 2 ~ Government in Athens. 

Students review/graded 8.2 Section Assessment and completed 8.2 Government in Athens Quiz. Then, worked on Topic 8 Learning Targets.

Homework: 8.3 Quiz F 01/17

Thursday, January 16th

Bell Ringer:  #7. Analyzing Visuals text 253 & Analyzing Information text 255

Classwork: Students reviewed today’s learning targets: I CAN…collaborate with partners utilizing Reciprocal Teaching Activity focusing on Chapter 8 Section 3 of Ancient Greece.

Students completed the Reciprocal Teaching Activity for Chapter 8 Section 3 ~ Greek Mythology and Literature. See Google Classroom for more details about this assignment.

Homework: 8.3 Quiz F 01/17

Friday, January 17th

Bell Ringer:  #8. Biography – Homer text 256

Classwork: Students reviewed today’s learning targets: I CAN…collaborate with partners utilizing Reciprocal Teaching Activity focusing on Chapter 8 Section 3 of Ancient Greece and complete 8.3 Quiz.

Students finished the Reciprocal Teaching Activity for Chapter 8 Section 3 ~ Greek Mythology and Literature and reviewed before quiz. See Google Classroom for more details about this assignment. Then, we reviewed/graded 8.3 Section Assessment and students completed 8.3 Quiz ~ Greek Mythology and Literature. 

Homework: Topic 8 Ancient Greece Test Th 1/23

 

Happy 2020!!! Welcome Back to OMMS!!!

World History ~ January 6 – 10

Monday, January 6th

Teacher Workday

Tuesday, January 7th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…read Ancient Greece Chapter 8 Section 1 and answer questions.

Students read Chapter 8 thoroughly and completed 8.1 Section Assessment (text 243, #1 – #4), 8.2 Section Assessment (text 251, #1 – #4), 8.3 Section Assessment (text 259, #1 – #4),

Homework: Clean out history binder, make sure you have notebook paper

Wednesday, January 8th

Bell Ringer:  #1. Interpreting Maps text 239

Classwork: Students reviewed today’s learning targets: I CAN…collaborate with a partner utilizing Paragraph Shrinking focusing on Chapter 8 Section 1 of Ancient Greece.

Each student received Topic 8 Learning Targets for Ancient Greece. Students were grouped with a partner to complete the Paragraph Shrinking assignment for Chapter 8 Section 1 ~ Geography and the Early Greeks. See Google Classroom for more details about this assignment.

Homework: None

Thursday, January 9th

Bell Ringer:  #2. Interpreting Maps text 242

Classwork: Students reviewed today’s learning targets: I CAN…collaborate with a partner utilizing Paragraph Shrinking focusing on Chapter 8 Section 1 of Ancient Greece.

Students continued working with their partner from yesterday to complete the Paragraph Shrinking assignment for Chapter 8 Section 1 ~ Geography and the Early Greeks. See Google Classroom for more details about this assignment. Students finished 8.1 Section Assessment and prepared for 8.1 Quiz.

Homework: 8.1 Quiz F 01/10

Friday, January 10th

Bell Ringer:  #3. Geography Skills text 244 – 245

Classwork: Students reviewed today’s learning targets: I CAN…complete 8.1 Quiz that cover Ancient Greece Chapter 8 Sections 1 and collaborate with a partner utilizing Jigsaw Activity focusing on Chapter 8 Section 2 of Ancient Greece.

Students completed 8.1 Geography and the Early Greeks Quiz. Students were placed in groups to complete the Jigsaw Activity for Chapter 8 Section 2 ~ Government in Athens. See Google Classroom for more details about this assignment.

Homework: 8.2 Quiz Tu 01/14

World History ~ December 9 – 13

Monday, December 9th

Bell Ringer:  #59. Analyzing Visuals text 463

Classwork: Students reviewed today’s learning targets: I CAN…prepare my notes for Chapter 6 Ancient China Test.

Students prepared for Topic 6 Chapter 6 Ancient China Test by reading chapter, reviewing Google Slides that classmates created and presented, Section Assessments, etc.

Homework: 14.3 Quiz Tu 12/10; 14.4 Quiz W 12/11; Ch. 6 Test F 12/13

Tuesday, December 10th

Bell Ringer:  #60. Kublai Khan – Generalizing  text 465 

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students conducted presentations for 14.3, took practice quizzes, and completed 14.3 Quiz ~ Tang and Song Achievements on Google Classroom (using Google Form quiz).

Homework: 14.4 Quiz W 12/11

Wednesday, December 11th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students conducted presentations for 14.4, took practice quizzes, and completed 14.4 Quiz ~ The Yuan and Ming Dynasties on Google Classroom (using Google Form quiz).

Homework: Chapter 6 Ancient China Test F 12/13 & Chapter 14 China Test Tu 12/17

Thursday, December 12th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…prepare my notes for Chapter 6 Ancient China & Chapter 14 China Test.

Students prepared for Topic 6 Chapter 6 Ancient China and Topic 7 Chapter 14 China Tests by reading chapter, reviewing Google Slides that classmates created and presented, Section Assessments, etc.

Homework:  Chapter 6 Ancient China Test F 12/13 & Chapter 14 China Test Tu 12/17

Friday, December 13th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…answer specific questions relating to Chapter 6 Ancient China.

Students completed Topic 6 Chapter 6 Ancient China Test on Google Classroom (using Google Form quiz). Students were able to use notes, learning targets, and Google Slide presentations related to Chapter 6.

Homework: Chapter 14 China Test Tu 12/17

 

World History ~ December 2 – 6

Monday, December 2nd

Bell Ringer:  #54. Interpreting Maps text 197

Classwork: Students reviewed today’s learning targets: I CAN…prepare for Chapter 6 Test by re-reading the chapter and writing down notes.

Students turned in Chapter 6 Section Assessments and prepared for Chapter 6 Test.

Students who have been absent caught up on missing assignments.

Homework: Prepare for Ch. 6 Test

Tuesday, December 3rd

Bell Ringer:  #55. Interpreting Maps text 445 (14.1)

Classwork: Students reviewed today’s learning targets: I CAN…answer specific questions to Chapter 14 Section Assessments.

Students completed 14.1 Section Assessment (text 447; 1 – 4); 14.2 Section Assessment (text 453; 1 – 4); 14.3 Section Assessment (text 457; 1 – 3); 14.4 Section Assessment (text 464; 1 – 4).

Homework: 14.1 Quiz Th 12/05

Wednesday, December 4th

Bell Ringer:  #56. Interpreting Maps text 447 (14.1)

Classwork: Students reviewed today’s learning targets: I CAN…answer specific questions to Chapter 14 Section Assessments.

Students completed 14.1 Section Assessment (text 447; 1 – 4); 14.2 Section Assessment (text 453; 1 – 4); 14.3 Section Assessment (text 457; 1 – 3); 14.4 Section Assessment (text 464; 1 – 4).

Homework: 14.1 Quiz Th 12/05

Thursday, December 5th

Bell Ringer:  #57. Analyzing Information text 453 (14.2)

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students conducted presentations for 14.1, took practice quizzes, and completed 14.1 Quiz ~ China Reunifies on Google Classroom (using Google Form quiz).

Homework: 14.2 Quiz F 12/06

Friday, December 6th

Bell Ringer:  #58. Read text 456 – 457. Reading Check – Analyze How did the Song dynasty change China’s government?

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students conducted presentations for 14.2, took practice quizzes, and completed 14.2 Quiz ~ Tang and Song Achievements on Google Classroom (using Google Form quiz).

Homework: 14.3 Quiz M 12/09

World History ~ November 18 – 22

Monday, November 18th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students presented their Google Slides presentations 6.1 Ancient China.

Students took Google Form quizzes that were created by their classmates (required to score 100% before moving to next subsection).

Students completed 6.1 Quiz ~ Geography and Early China on Google Classroom (using Google Form quiz).

Students presented their Google Slides presentations 6.2 Ancient China.

Homework: 6.2 Quiz Tu 11/19; 6.3 Quiz W 11/20

Tuesday, November 19th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students presented their Google Slides presentations 6.2 Ancient China.

Students took Google Form quizzes that were created by their classmates (required to score 100% before moving to next subsection).

Students completed 6.2 Quiz ~ The Zhou Dynasty and New Ideas on Google Classroom (using Google Form quiz).

Students presented their Google Slides presentations 6.3 Ancient China.

Homework: 6.3 Quiz W 11/20; 6.4 Quiz Th 11/21

Wednesday, November 20th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students presented their Google Slides presentations 6.3 Ancient China.

Students took Google Form quizzes that were created by their classmates (required to score 100% before moving to next subsection).

Students completed 6.3 Quiz ~ The Qin Dynasty on Google Classroom (using Google Form quiz).

Students presented their Google Slides presentations 6.4 Ancient China.

Homework: 6.4 Quiz Th 11/21

Thursday, November 21st

Bell Ringer: #52. Analyzing Visuals text 189

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students presented their Google Slides presentations 6.4 Ancient China.

Students took Google Form quizzes that were created by their classmates (required to score 100% before moving to next subsection).

Students completed 6.4 Quiz ~ The Han Dynasty on Google Classroom (using Google Form quiz).

Students presented their Google Slides presentations 6.5 Ancient China.

Homework: 6.5 Quiz F 11/22

Friday, November 22nd

Bell Ringer: #53. Interpreting Maps text 194

Classwork: Students reviewed today’s learning targets: I CAN…present my Google Slides presentation with detailed information; listen to classmates’ presentations; take ten question quizzes (Google Form) for each subsection (true/false, matching, multiple choice, fill in the blank, etc.).

Students presented their Google Slides presentations 6.5 Ancient China.

Students took Google Form quizzes that were created by their classmates (required to score 100% before moving to next subsection).

Students completed 6.5 Quiz ~ Han Contacts and Other Cultures on Google Classroom (using Google Form quiz).

Homework: None 

Have a wonderful and safe Thanksgiving holiday!

World History ~ November 11 – 15

Monday, November 11th

No School ~ Veterans Day

Tuesday, November 12th

Bell Ringer: #48. Analyzing Primary Sources text 176

Classwork: Students reviewed today’s learning targets: I CAN…read a specific subsection relating to China and create a Google Slides presentation with detailed information; create a ten question quiz (Google Form) using a variety of questions (true/false, matching, multiple choice, fill in the blank, etc.).

Students finished reading and creating Google Slides presentation; used Learning Targets and information from the textbook (vocabulary: bold, highlighted, italic, etc.). More details on Google Classroom.

Students edited any issues to their Google Slides presentations and 10 questions Google Form Quiz.

Students started working on 6.4 Section Assessment & 6.5 Section Assessment. 

Homework: None

Wednesday, November 13th

Bell Ringer: #49. Biography – Drawing Inferences text 177

Classwork: Students reviewed today’s learning targets: I CAN…read a specific subsection relating to China and create a Google Slides presentation with detailed information; create a ten question quiz (Google Form) using a variety of questions (true/false, matching, multiple choice, fill in the blank, etc.).

Students finished reading and creating Google Slides presentation; used Learning Targets and information from the textbook (vocabulary: bold, highlighted, italic, etc.). More details on Google Classroom.

Students edited any issues to their Google Slides presentations and 10 questions Google Form Quiz.

Students started working on 6.4 Section Assessment & 6.5 Section Assessment.

Homework: 6.1 Quiz M 11/18

Thursday, November 14th

Bell Ringer: #50. Interpreting Maps text 179

Classwork: Students reviewed today’s learning targets: I CAN…read a specific subsection relating to China and create a Google Slides presentation with detailed information; create a ten question quiz (Google Form) using a variety of questions (true/false, matching, multiple choice, fill in the blank, etc.) and present their specific topic.

Students verified/edited any issues to their Google Slides presentations, 10 questions Google Form Quiz, and Google Doc Routing Info.

Students began presenting their Google Slides presentations beginning with 6.1 Ancient China.

Homework: 6.1 Quiz M 11/18

Friday, November 15th

Bell Ringer: #51. Interpreting Maps text 185

Classwork: Students reviewed today’s learning targets: I CAN…read a specific subsection relating to China and create a Google Slides presentation with detailed information; create a ten question quiz (Google Form) using a variety of questions (true/false, matching, multiple choice, fill in the blank, etc.) and present their specific topic.

Students presented their Google Slides presentations 6.1 Ancient China.

Students took Google Form quizzes that were created by their classmates (required to score 100% before moving to next subsection).

Students presented their Google Slides presentations 6.2 Ancient China.

Homework: 6.1 Quiz M 11/18; 6.2 Quiz Tu 11/19; 6.3 Quiz W 11/20

 

World History ~ November 4 – 8

Monday, November 4th

No Bell Ringer 

Classwork: Students reviewed today’s learning targets: I CAN…watch an educational video on Empress Wu and create T-chart with Good vs. Evil.

Students created t-chart to record notes on how she is portrayed in history. One side ‘Necessary Actions (Good)’ and the other side ‘Cruel Actions (Evil)’

https://www.youtube.com/watch?v=aeZ7esmQcm4  

Homework: Reflect on  notes & video from today

Tuesday, November 5th

Bell Ringer: #45. What does Veterans Day mean to you? (Write 1 detailed paragraph.)

Classwork:  Discuss and watch Veterans Day videos; Veterans Day Writing Activity ~ Students will write a ‘Thank You’ letter to a veteran. The student may write the letter to a specific family member or write a generic ‘Dear Veteran’ and I will give it to a veteran this weekend.

http://www.history.com/topics/holidays/history-of-veterans-day/videos/history-of-veterans-day

http://www.history.com/topics/holidays/history-of-veterans-day/videos/bet-you-didnt-know-veterans-day

https://www.youtube.com/watch?v=oqgrkeZZe3g

Homework: Reflect on  notes & video from today

Wednesday, November 6th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN…read Chapter 6 Ancient China and answer questions from 6.1 – 6.5 Section Assessments.

Classwork:  Students started working on 6.1 Section Assessment (text 171; #1 – #3); 6.2 Section Assessment (text 177; #1 – #3); 6.3 Section Assessment (text 182; #1 – #3); 6.4 Section Assessment (text 189; #1 – #4); 6.5 Section Assessment (text 195; #1 – #4)

Homework: Finish 6.1 – 6.3 Section Assessments

Thursday, November 7th

Bell Ringer:  #46. Interpreting Maps text 167 & 170

Classwork: Students reviewed today’s learning targets: I CAN…read a specific subsection relating to China and create a Google Slides presentation with detailed information; create a ten question quiz (Google Form) using a variety of questions (true/false, matching, multiple choice, fill in the blank, etc.).

Students were assigned a specific subsection in either Chapter 6 (Ancient China) or Chapter 14 (China); read and created Google Slides presentation; used Learning Targets and information from the textbook (vocabulary: bold, highlighted, italic, etc.).

Students created a 10 questions quiz using different types of questions (true/false, matching, multiple choice, fill in the blank, etc.).

Homework: Reflect on Google Slides presentation

Friday, November 8th

Bell Ringer: #47. Interpreting Maps text 173

Classwork: Students reviewed today’s learning targets: I CAN…read a specific subsection relating to China and create a Google Slides presentation with detailed information; create a ten question quiz (Google Form) using a variety of questions (true/false, matching, multiple choice, fill in the blank, etc.).

Students finished reading and creating Google Slides presentation; used Learning Targets and information from the textbook (vocabulary: bold, highlighted, italic, etc.).

Students finished creating a 10 questions quiz using different types of questions (true/false, matching, multiple choice, fill in the blank, etc.).

Homework: Reflect on Google Slides presentation

 

World History ~ October 28 – November 1

Monday, October 28th

Bell Ringer:  #43.  Interpreting Maps text 149

Classwork: Students reviewed today’s learning targets: I CAN… 41) Identify Candragupta Maurya, 42) Describe Candragupta Maurya’s government, 43) Analyze how becoming a Buddhist changed Asoka’s behavior, 44) Examine what India was like after the fall of the Mauryan Empire, 45) Identify Candra Gupta I and Candra Gupta II, 46) Infer how India may be different today if the Gupta rulers had not taken over, 47) Summarize what led to the decline of the Gupta Empire.

Students completed 5.4 Reading with a Purpose and 5.4 Section Assessment (text 151 #1 – #3). 

Homework: 5.4 RWP & Section Assessment due Tu 10/29; Ancient India Test Th 10/31

Tuesday, October 29th

Bell Ringer:  #44.  Interpreting Maps text 150

Classwork: Students reviewed today’s learning targets: I CAN… 41) Identify Candragupta Maurya, 42) Describe Candragupta Maurya’s government, 43) Analyze how becoming a Buddhist changed Asoka’s behavior, 44) Examine what India was like after the fall of the Mauryan Empire, 45) Identify Candra Gupta I and Candra Gupta II, 46) Infer how India may be different today if the Gupta rulers had not taken over, 47) Summarize what led to the decline of the Gupta Empire.

Reviewed/graded 5.4 RWP & 5.4 Section Assessment (text 151 #1 – #3).

Students completed 5.5 Reading with a Purpose and  5.5 Section Assessment (text 157 #1 – #3).

Homework:  5.5 RWP & Section Assessment due W 10/30; Topic 5 LTs due Th 10/31; Ancient India Test Th 10/31

Wednesday, October 30th

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN… 41) Identify Candragupta Maurya, 42) Describe Candragupta Maurya’s government, 43) Analyze how becoming a Buddhist changed Asoka’s behavior, 44) Examine what India was like after the fall of the Mauryan Empire, 45) Identify Candra Gupta I and Candra Gupta II, 46) Infer how India may be different today if the Gupta rulers had not taken over, 47) Summarize what led to the decline of the Gupta Empire.

Reviewed/graded 5.5 Reading with a Purpose and  5.5 Section Assessment (text 157 #1 – #3).

Students completed Topic 5 Ancient India Learning Targets (due tomorrow).

Homework: Topic 5 LTs due Th 10/31; Ancient India Test Th 10/31

Thursday, October 31st

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN… answer specific questions regarding Ancient India..

Students turned in Topic 5 Ancient India Learning Targets answered & annotated.

Students completed Topic 5 Ancient India Test.

Homework: None

Friday, November 1st

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN… answer specific questions regarding Ancient India..

Students finished Topic 5 Ancient India Test.

Homework: None

World History ~ October 21 – 25

Monday, October 21st

Bell Ringer: #39.  a) According to Hindu belief, what are the three major forms of Brahman? b) What led to the development of Hinduism? [top of text 138-139]

Classwork: Students reviewed today’s learning targets: I CAN… 15) List the four varnas, 16) Identify some of the rules described in the sutras, 17) Explain what could happen to someone who broke caste rules, 18) Describe the Rigveda, 19) State when the Rigveda was written, 20) Contrast the Upanishads to other Vedic texts, 21) State the three major forms of Brahman, according to Hindu beliefs, 22) Discuss what led to the development of Hinduism, 23) Evaluate how believing that the world is merely an illusion may affect one’s behavior, 24) Define karma, 25) Analyze whether or not a wealthy Brahmin would want his or her servants to believe in dharma, 26) Select on whose teachings Jainism and Sikhism were based, 27) Contrast Jainism and Hinduism, 28) Summarize why Sikhs carry special objects with them at all times.

Before Reading Strategy – Five Word Prediction: There are five words from the reading that were clarified. Students composed paragraphs that predicted the theme of the text by using all of the key vocabulary words in their paragraphs.

During Reading Strategy -Say Something: Students read Brahmanism [text 138]. They worked in pairs to read the text. Read to a stopping point, then would each “say something” that they read to their partner checking for understanding.

After Reading Strategy – Five Word Prediction: Students summarized what they read in two paragraphs that demonstrated their understanding.

Before Reading Strategy – Students wrote down anything they know about Hinduism.    Ancient India PowerPoint

During/After Reading Strategy – Students read Hinduism Develops [text 139 – 140]. They wrote important information about Hinduism as they read.

Homework: 5.2 Quiz W 10/17

Tuesday, October 22nd

No Bell Ringer

Classwork: Students reviewed today’s learning targets: I CAN… answer, annotate, and master Topic 5 Learning Targets for each section.

Students answered and annotated Topic 5 Learning Targets for sections 1 – 5 and completed each Section Assessment (questions and answers).

Homework: 5.2 Quiz W 10/23

Wednesday, October 23rd

Bell Ringer: #40. Analyzing Information text 140

Classwork: Students reviewed today’s learning targets: I CAN… 15) List the four varnas, 16) Identify some of the rules described in the sutras, 17) Explain what could happen to someone who broke caste rules, 18) Describe the Rigveda, 19) State when the Rigveda was written, 20) Contrast the Upanishads to other Vedic texts, 21) State the three major forms of Brahman, according to Hindu beliefs, 22) Discuss what led to the development of Hinduism, 23) Evaluate how believing that the world is merely an illusion may affect one’s behavior, 24) Define karma, 25) Analyze whether or not a wealthy Brahmin would want his or her servants to believe in dharma, 26) Select on whose teachings Jainism and Sikhism were based, 27) Contrast Jainism and Hinduism, 28) Summarize why Sikhs carry special objects with them at all times.

Ancient India PowerPoint

During/After Reading Strategy – Major World Religions Comparison Chart: Students read Hinduism Develops [text 139 – 140]. They filled in information about Hinduism as they read.

Before Reading Strategy – K – W – L:  Using the graphic organizer, students completed the KNOW column by listing words, terms, or phrases by drawing on their background knowledge on Hinduism. If they did not know anything about Hinduism, used the KNOW column to make generalizations (i.e. major world religion).

During Reading Strategy – K – W – L: Before they read the text, they reviewed the subheadings and bolded, highlighted key terms and wrote questions about what they might learn or what they would like to learn in the WANT TO KNOW column. This set the purpose for their learning. Then, they read Groups React to Hinduism [pages 140 and 141].

After Reading Strategy – K – W – L:  Students wrote information on what they learned in the LEARNED column.

Reviewed/graded 5.2 Section Assessment [text 141, #1 – #5] and completed 5.2 Quiz 

Homework: Review notes

Thursday, October 24th

Bell Ringer: #41. a) What is karma?  b) Do you think a wealthy Brahmin would want his or her servants to believe in dharma? Why or why not?

Classwork: Students reviewed today’s learning targets: I CAN… 15) List the four varnas, 16) Identify some of the rules described in the sutras, 17) Explain what could happen to someone who broke caste rules, 18) Describe the Rigveda, 19) State when the Rigveda was written, 20) Contrast the Upanishads to other Vedic texts, 21) State the three major forms of Brahman, according to Hindu beliefs, 22) Discuss what led to the development of Hinduism, 23) Evaluate how believing that the world is merely an illusion may affect one’s behavior, 24) Define karma, 25) Analyze whether or not a wealthy Brahmin would want his or her servants to believe in dharma, 26) Select on whose teachings Jainism and Sikhism were based, 27) Contrast Jainism and Hinduism, 28) Summarize why Sikhs carry special objects with them at all times.

Ancient India PowerPoint

During/After Reading Strategy: Read Siddhartha’s Search for Wisdom on pages 142 and 143. Complete Major World Religions Comparison Chart .Fill in the chart with information about Hinduism as you read.

Before Reading Strategy –  Major World Religions Comparison Chart:  Complete Major World Religions Comparison Chart. Fill in the chart with information you may already know about Buddhism.

During/After Reading Strategy – Read Teachings of Buddhism on pages 144 and 145. Complete Major World Religions Comparison Chart. Fill in the chart with information about Buddhism as you read.

Homework: Review notes; 5.3 Quiz F 10/25

Friday, October 25th

Bell Ringer: #42. Interpreting Maps text 146

Classwork: Students reviewed today’s learning targets: I CAN… 29) Identify Siddhartha Gautama, 30) Conclude what Siddhartha endured before reaching enlightenment, 31) Assess, of the three things that Siddhartha said caused human suffering, the one that causes the most suffering today, 32) Select the world religion that many of the Buddha’s teachings reflect, 33) Define Four Noble Truths, 34) Analyze what advantage the Buddha saw in following the “middle way”, 35) Evaluate the Buddha’s thoughts on the caste system, 36) Contrast “right thought” with “right action”, 37) Determine the people’s reaction to the Buddha telling them they did not have to accept the Brahmin’s authority, 38) List 12 places to which Buddhism spread, 39) Explain one reason why Buddhism spread quickly, 40) Contrast Theravada and Mahayana Buddhism.

Ancient India PowerPoint

Read Origins of Buddhism (text 142 – 147); completed Buddhism section of Major World Religions Comparison Chart and took notes on the most important information.

Reviewed/graded 5.3 Section Assessment [text 147, #1 – #4] and completed 5.3 Quiz 

Homework: Review notes

 

World History ~ October 14 – 18

Monday, October 14th

No School ~ Teacher Workday

Tuesday, October 15th

Bell Ringer: #35. Interpreting Maps text 131 

Classwork: Students copied today’s learning targets: I CAN… 1) illustrate the shape of the Indian subcontinent, 2) contrast the geography of the northeastern part of the subcontinent to that of the northwestern part, 3) infer why Indian farmers may consider the monsoons both blessing and curse, 4) name the two main cities of the Harappan civilization, 5) list the dates when Harappan civilization thrived, 6) compare Harappa and Mohenjo-Daro, 7) explain how social scientist know about Harappan civilization, 8) distinguish some characteristics of Harappa and Mohenjo-Daro, 9) compare how the Harappans’ control of the east and west of the Indus River is similar to Egypt’s control of the east and west of the Nile Valley, 10) identify where the Aryans lived before migrating to India, 11) Contrast Aryan civilization and Harappan civilization, 12) conclude why the Vedas are so important to historians, 13) define Sanskrit, 14) determine why the Aryans memorized their poems and hymns.

Students were given Topic 5 Ancient India Learning Targets. There is a digital copy on Google Classroom, which you are welcome to answer and annotate and submit. Topic 5 Learning Targets

Students created an ABC Brainstorm (Before Reading Strategy) writing anything they know about the Geography of India using the letters of the alphabet as the first letter of their word or phrase.    Ancient India PowerPoint

Students read Geography of India [text 130 – 132] (During Reading Strategy) and wrote three questions they would like to ask the teacher to clarify.

Students returned to their ABC Brainstorm (After Reading Strategy) writing anything they learned using each letter of the alphabet as the first letter of their word or phrase.

Homework: Review and study notes and Learning Targets

Wednesday, October 16th

Bell Ringer: #36. Analyzing Visuals text 133 

Classwork: Students copied today’s learning targets: I CAN… 1) illustrate the shape of the Indian subcontinent, 2) contrast the geography of the northeastern part of the subcontinent to that of the northwestern part, 3) infer why Indian farmers may consider the monsoons both blessing and curse, 4) name the two main cities of the Harappan civilization, 5) list the dates when Harappan civilization thrived, 6) compare Harappa and Mohenjo-Daro, 7) explain how social scientist know about Harappan civilization, 8) distinguish some characteristics of Harappa and Mohenjo-Daro, 9) compare how the Harappans’ control of the east and west of the Indus River is similar to Egypt’s control of the east and west of the Nile Valley, 10) identify where the Aryans lived before migrating to India, 11) Contrast Aryan civilization and Harappan civilization, 12) conclude why the Vedas are so important to historians, 13) define Sanskrit, 14) determine why the Aryans memorized their poems and hymns.

Students completed the Harappan Civilization Anticipation Guide Before Reading Strategy. Then read text 132 – 134. Students summarized in one sentence . 

Students returned to the Harappan Civilization Anticipation Guide and completed the After Reading Strategy.

Aryan Migration: Summarize each paragraph as you read text 134 – 135. Completed 5.1 Section Assessment (text 135; #1 – #4) 

Homework: Review and study notes and Learning Targets; 5.1 Section Assessment due Th 10/17; 5.1 Quiz Th 10/17

Thursday, October 17th

Bell Ringer: #37. Interpreting Maps text 135

Classwork: Students copied today’s learning targets: I CAN… 1) illustrate the shape of the Indian subcontinent, 2) contrast the geography of the northeastern part of the subcontinent to that of the northwestern part, 3) infer why Indian farmers may consider the monsoons both blessing and curse, 4) name the two main cities of the Harappan civilization, 5) list the dates when Harappan civilization thrived, 6) compare Harappa and Mohenjo-Daro, 7) explain how social scientist know about Harappan civilization, 8) distinguish some characteristics of Harappa and Mohenjo-Daro, 9) compare how the Harappans’ control of the east and west of the Indus River is similar to Egypt’s control of the east and west of the Nile Valley, 10) identify where the Aryans lived before migrating to India, 11) Contrast Aryan civilization and Harappan civilization, 12) conclude why the Vedas are so important to historians, 13) define Sanskrit, 14) determine why the Aryans memorized their poems and hymns.  

Ancient India PowerPoint

Reviewed/graded 5.1 Section Assessment (text 135; #1 – #4) and 5.1 Quiz.

Worked on Topic 5 Learning Targets (answered/annotated).

Homework: Review and study notes and Learning Targets

Friday, October 18th

Bell Ringer:  #38. Analyzing Visuals text 137

Classwork: Students reviewed today’s learning targets: I CAN… 15) List the four varnas, 16) Identify some of the rules described in the sutras, 17) Explain what could happen to someone who broke caste rules, 18) Describe the Rigveda, 19) State when the Rigveda was written, 20) Contrast the Upanishads to other Vedic texts, 21) State the three major forms of Brahman, according to Hindu beliefs, 22) Discuss what led to the development of Hinduism, 23) Evaluate how believing that the world is merely an illusion may affect one’s behavior, 24) Define karma, 25) Analyze whether or not a wealthy Brahmin would want his or her servants to believe in dharma, 26) Select on whose teachings Jainism and Sikhism were based, 27) Contrast Jainism and Hinduism, 28) Summarize why Sikhs carry special objects with them at all times.

5.2 Before Reading Strategy – Quick Write: Students received index cards to write specific words or phrases of a concept. Then took two minutes to write whatever comes to their mind regarding that concept (getting their thoughts on the index card).    Ancient India PowerPoint

5.2 During Reading Strategy – iChart (Jotting Chart): Students read Indian Society Divides [text 136 – 137]. They received an iChart (jotting chart) and wrote notes in each section/box relating to the social classes (varnas).   ichart

5.2 After Reading Strategy – Quick Write: Students went back to their index cards to write information they learned after they read the two pages.

Homework: Review/study notes

World History ~ October 7 – 11

Monday, October 7th

No Bell Ringer

Classwork: Students copied today’s learning targets: I CAN… review specific questions for Judaism test that is scheduled for tomorrow.

Students reviewed for Topic 4 Judaism & Hebrews Test.

Homework: None

Tuesday, October 8th

No Bell Ringer

Classwork: Students copied today’s learning targets: I CAN… finish all outstanding World History assignments and make test corrections on specific tests for this nine weeks.

Students completed Topic 4 Judaism & Hebrews Test on Google Classroom (those who were not present in class yesterday).

Homework: None

Wednesday, October 9th

High Flight

Thursday, October 10th

No Bell Ringer

Classwork: Students copied today’s learning targets: I CAN… finish all outstanding World History assignments and watch video on Judaism.

Students viewed Discovery Education video on Early Hebrews and Judaism..

Homework: None

Friday, October 11th

No School ~ Teacher Workday

 

World History ~ September 30 – October 4

Monday, September 30th

Bell Ringer: #30. Reading Check text 220

Classwork: Students copied today’s learning targets: I CAN… 13) define monotheism and relate how this set the Jews apart in the ancient world, 14) examine the Jewish view of justice and righteousness, 15) support why education and study are important in Judaism, 16) identify the Torah, 17) list the 3 parts of the Hebrew Bible, 18) conclude why Jews consider the Torah the most sacred of Jewish texts, 19) identify the Dead Sea Scrolls and tell the date when they were discovered, 20) explain how the Dead Sea Scrolls have affected Judaism, 21) name two major world religions that have been influenced by Judaism, 22) evaluate how Jewish views of justice have influenced our court system here in the United States.

We discussed The Hebrews and Judaism [Jewish Beliefs Anchor Their Society, Belief in One God, Education, Justice and Righteousness, Observance of Religious and Moral Law  – Judaism & Later Cultures ] while students took notes. We read a few passages from Chapter 7 Section 2 (Jewish Beliefs and Texts – text 218 – 220) (Jewish Beliefs and Texts – text 223).

Homework: 7.2 Quiz W 10/2; Review notes & Learning Targets in preparation for Topic 4 Test next Tu 10/8.

Tuesday, October 1st

Bell Ringer: #31. Analyzing Visuals text 221

Classwork: Students copied today’s learning targets: I CAN… 13) define monotheism and relate how this set the Jews apart in the ancient world, 14) examine the Jewish view of justice and righteousness, 15) support why education and study are important in Judaism, 16) identify the Torah, 17) list the 3 parts of the Hebrew Bible, 18) conclude why Jews consider the Torah the most sacred of Jewish texts, 19) identify the Dead Sea Scrolls and tell the date when they were discovered, 20) explain how the Dead Sea Scrolls have affected Judaism, 21) name two major world religions that have been influenced by Judaism, 22) evaluate how Jewish views of justice have influenced our court system here in the United States.

Google Classroom Assignment: read text 220 – 223, annotate Topic 4 Learning Targets with page numbers and paragraphs numbers. On a blank sheet of paper, draw a 5-Square Venn Diagram (this should take up the entire sheet of paper). Top left, detail the Torah and its significance towards Jewish Beliefs. Top right, detail the Hebrew Bible and its significance towards Jewish Beliefs. Bottom right, detail the Talmud and its significance towards Jewish Beliefs. Bottom left, detail the Dead Sea Scrolls and their significance towards Past Beliefs. Center square, explain how all of these texts impact Jewish faith. Then annotate notes by putting the number of the learning target beside the note. Students completed 7.2 Section Assessment text 223 #1 – #4 

Homework: 5-Square Venn Diagram due W 10/2; 7.2 Section Assessment due W 10/2; 7.2 Quiz W 10/2; Review notes & Learning Targets in preparation for Topic 4 Test next Tu 10/8.

Wednesday, October 2nd

Bell Ringer: #32. 3 Questions from Reading Check text 222 & 223

Classwork: Students copied today’s learning targets: I CAN… 13) define monotheism and relate how this set the Jews apart in the ancient world, 14) examine the Jewish view of justice and righteousness, 15) support why education and study are important in Judaism, 16) identify the Torah, 17) list the 3 parts of the Hebrew Bible, 18) conclude why Jews consider the Torah the most sacred of Jewish texts, 19) identify the Dead Sea Scrolls and tell the date when they were discovered, 20) explain how the Dead Sea Scrolls have affected Judaism, 21) name two major world religions that have been influenced by Judaism, 22) evaluate how Jewish views of justice have influenced our court system here in the United States.

Students turned in 5-Square Venn Diagram to be graded and handed back. We graded/reviewed 7.2 Section Assessment text 223 #1 – #4. Students completed 7.2 Jewish Beliefs and Texts Quiz in Google Classroom.

Google Classroom Assignment: (Chapter 7 Section 3): Read text 224 – 226 about Revolt, Defeat, and Migration and create a vertical timeline down the red line on the left side of notebook paper listing all events and dates that happened. For each date, sketch an image of the event. Annotate your notes on the timeline.

Homework: 7.3 Timeline due Th 10/3; Review notes & Learning Targets in preparation for Topic 4 Test next Tu 10/8.

Thursday, October 3rd

Bell Ringer: #33. Analyzing Visuals text 225

Classwork: Students copied today’s learning targets: I CAN… 23) identify the Zealots, 24) conclude why the Jews revolted against the Romans, 25) determine why the Roman destruction of the Second Temple was so devastating to the Jews, 26) assess how the Jews responded after the loss of the Second Temple, 27) identify Yohanan ben Zaccai, 28) discover why Jews have returned to Jerusalem throughout their history, 29) name both Jewish cultural traditions and list the language that each developed, 30) contrast the Ashkenazim and the Sephardim, 31) explain Hanukkah, 32) name the most significant sacred Jewish holy day and list the event that it commemorates, 33) discover how Jewish traditions and holy days unify the Jewish people.

Google Classroom Assignments: (Chapter 7 Section 3)

Read text 227 – 228 about Two Cultural Traditions (Ashkenazim and Sephardim) and create a Venn Diagram detailing the two cultural achievements of each and then in the overlap section tell why these two cultural traditions developed and how they impact the world today as both still exist today. Annotate your notes in the Venn Diagram.

Read text 228 – 229 about Traditions and Holy Days and get 4 index cards from Mrs. Kennedy. On each unlined side, draw/color a picture that represents the holiday that you will write about on the lined side. On the lined side, list details about the holiday and its significance to Jewish culture. See Google Classroom for detailed instructions.  Students completed 7.3 Section Assessment text 229 #1 – #4.

Homework: 7.3 Section Assessment due F 10/4; 7.3 Venn Diagram & Index Cards due F 10/4; 7.3 Quiz F 10/4; Review notes & Learning Targets in preparation for Topic 4 Test next Tu 10/8.

Friday, October 4th

Bell Ringer: #34. Interpreting Maps text 227

Classwork: Students copied today’s learning targets: I CAN… 23) identify the Zealots, 24) conclude why the Jews revolted against the Romans, 25) determine why the Roman destruction of the Second Temple was so devastating to the Jews, 26) assess how the Jews responded after the loss of the Second Temple, 27) identify Yohanan ben Zaccai, 28) discover why Jews have returned to Jerusalem throughout their history, 29) name both Jewish cultural traditions and list the language that each developed, 30) contrast the Ashkenazim and the Sephardim, 31) explain Hanukkah, 32) name the most significant sacred Jewish holy day and list the event that it commemorates, 33) discover how Jewish traditions and holy days unify the Jewish people.

Students turned in Venn Diagram & Index Cards to be graded and handed back. We graded/reviewed 7.3 Section Assessment text 229 #1 – #4. Students completed 7.3 Judaism over the Centuries Quiz in Google Classroom.

Homework: Review notes & Learning Targets in preparation for Topic 4 Test next Tu 10/8.

 

World History ~ September 23 – 27

Monday, September 23rd

Bell Ringer: None

Classwork:  Students copied today’s learning targets: I CAN…62) answer questions relating to Ancient Egypt & Kush.

Students finished Ancient Egypt & Kush Test (open note) and turned in Topic 3 Learning Targets.

Google Classroom assignment (Chapter 7 Section 1): Read about Abraham and Moses and create a Venn Diagram annotating as you read and take notes. See Google Classroom for details of assignment.

Homework: Venn Diagram due W 9/25

Tuesday, September 24th

Bell Ringer: #27. Interpreting Maps text 213  

Classwork: Students copied today’s learning targets: I CAN… 1) identify Abraham and locate the region to which he moved, 2) trace the events of the Exodus, 3) name the moral code God gave Moses on Mt. Sinai, according to the Hebrew Bible, 4) evaluate how the Ten Commandments shaped Israelite life, 5) conclude why Moses led the Israelites to Canaan, 6) summarize how the Israelites responded to the Philistine invasion, 7) explain why David is significant in the history of Judaism, 8) choose who I think was the greater king, David or Solomon, 9) show the events that led to the Diaspora, 10) list 4 themes present throughout Jewish history from Abraham to the Roman conquest in 63BC, 11) explain why Ruth is significant in the history of Judaism, and 12) determine how Israelite and Jewish women could gain power in society.

Google Classroom assignments (Chapter 7 Section 1): Finish reading about Abraham and Moses Lead Their People text 212-214 and create a Venn Diagram about the life and accomplishments of Abraham and Moses annotating as you read and take notes.

Read about Kings Unite the Israelites on text 215 and create a T-Chart about the life and accomplishments of King David and King Solomon and in the middle column of T-Chart explain how they are similar in the unification of The Early Hebrews (annotate notes as you go). 

Homework: Venn Diagram & T-Chart due W 9/25

Wednesday, September 25th

Bell Ringer: #28. Reading Time Lines text 215 

Classwork: Students copied today’s learning targets: I CAN… 1) identify Abraham and locate the region to which he moved, 2) trace the events of the Exodus, 3) name the moral code God gave Moses on Mt. Sinai, according to the Hebrew Bible, 4) evaluate how the Ten Commandments shaped Israelite life, 5) conclude why Moses led the Israelites to Canaan, 6) summarize how the Israelites responded to the Philistine invasion, 7) explain why David is significant in the history of Judaism, 8) choose who I think was the greater king, David or Solomon, 9) show the events that led to the Diaspora, 10) list 4 themes present throughout Jewish history from Abraham to the Roman conquest in 63BC, 11) explain why Ruth is significant in the history of Judaism, and 12) determine how Israelite and Jewish women could gain power in society.

Review/grade Venn Diagram & T-Chart (turn in to Mrs. Kennedy).

Google Classroom assignment (Chapter 7 Section 1): Read about the Women in Israelite Society on text 217 and get 5 index cards from Mrs. Kennedy. On each unlined side, draw/color a picture of the woman and on the other side write about the woman’s life detailing her importance in history. See Google Classroom for detailed instructions.. 

Homework: Index cards due Th 9/26; 7.1 Section Assessment text 217 #1 – #4 due F 9/27.

Thursday, September 26th

Bell Ringer: #29. Interpreting Maps text 216  

Classwork: Students copied today’s learning targets: I CAN… 1) identify Abraham and locate the region to which he moved, 2) trace the events of the Exodus, 3) name the moral code God gave Moses on Mt. Sinai, according to the Hebrew Bible, 4) evaluate how the Ten Commandments shaped Israelite life, 5) conclude why Moses led the Israelites to Canaan, 6) summarize how the Israelites responded to the Philistine invasion, 7) explain why David is significant in the history of Judaism, 8) choose who I think was the greater king, David or Solomon, 9) show the events that led to the Diaspora, 10) list 4 themes present throughout Jewish history from Abraham to the Roman conquest in 63BC, 11) explain why Ruth is significant in the history of Judaism, and 12) determine how Israelite and Jewish women could gain power in society.

Google Classroom assignment (Chapter 7 Section 1):  Index cards traded with classmates. Each student ended up with someone else’s cards with information. Then, annotate the notes from the cards. See Google Classroom for more details.

Read about Invaders Conquer and Rule on text 216 and create a vertical timeline down the red line on the left side of notebook paper listing all events and dates that happened. For each date, sketch an image of the event. Annotate your notes on the timeline.

Complete 7.1 Section Assessment text 217 #1 – #4 due F 9/27.

Homework: Timeline & 7.1 Section Assessment due F 9/27; 7.1 Quiz F 9/27

Friday, September 27th

Bell Ringer: None

Classwork: Students copied today’s learning targets: I CAN… 1) identify Abraham and locate the region to which he moved, 2) trace the events of the Exodus, 3) name the moral code God gave Moses on Mt. Sinai, according to the Hebrew Bible, 4) evaluate how the Ten Commandments shaped Israelite life, 5) conclude why Moses led the Israelites to Canaan, 6) summarize how the Israelites responded to the Philistine invasion, 7) explain why David is significant in the history of Judaism, 8) choose who I think was the greater king, David or Solomon, 9) show the events that led to the Diaspora, 10) list 4 themes present throughout Jewish history from Abraham to the Roman conquest in 63BC, 11) explain why Ruth is significant in the history of Judaism, and 12) determine how Israelite and Jewish women could gain power in society.

Google Classroom assignment (Chapter 7 Section 1): Review/grade timeline & 7.1 Section Assessment text 217 #1 – #4.   Complete 7.1 Quiz.

Homework: Chapter 7 Test W 10/09

 

World History ~ September 16 – 20

Monday, September 16th

Bell Ringer: #23. Ramses the Great Drawing Conclusions text 105

Classwork: Students copied today’s learning targets: I CAN…23) locate the Hyksos’ homeland, 24) list 2 reasons why the pharaoh’s power declined at the end of the Old Kingdom, 25) discuss Egypt’s military preparedness as it relates to the Hyksos’ invasion, 26) identify Hatshepsut, 27) discover 2 reasons for the weakening of the New Kingdom, 28) assess 2 reasons why New Kingdom rulers wanted to control the eastern Mediterranean shore, 29) show 2 jobs of scribes, 30) conclude why architects were highly valued by pharaohs, 31) recommend the best job in Egypt: scribe, artisan, artist, architect, or soldier, 32) name the occupation of most Egyptians, 33) tell 3 jobs slaves in Egypt performed, 34) show 2 ways we learned about Egyptian toys and games.

Turn in  4.3 Section Assessment, #1 – 4 (text 104)

Discussed Ancient Egypt and Kush  (The New Kingdom).

Students read 4.4 thoroughly, taking notes as you read; Complete 4.4 Section Assessment, #1 – 3 (text 110)

Homework: Use learning targets & notes to study for 4.4 Quiz Tu 9/17

Tuesday, September 17th

Bell Ringer: #24. Analyzing Visuals text 107 

Classwork: Students copied today’s learning targets: I CAN… 35) outline what each symbol in the hieroglyphic system represented, 36) choose 3 advantages of using papyrus, 37) distinguish one advantage and one disadvantage of hieroglyphic writing style, 38) identify sphinx, 39) list 2 large structures created by Egyptian architects, 40) explain the symbolism of obelisk placed at the gates of temples, 41) name the most sacred part of the temple, 42) conclude why many Egyptian temples had sphinxes guarding the entrances, 43) tell 2 common subjects of Egyptian paintings, 44) analyze the importance of the discovery of King Tutankhamen’s tomb, 45) Evaluate why Egyptians drew animals realistically but humans in a distinctive style.

Discussed Ancient Egypt and Kush  (The New Kingdom).

Review/grade 4.4 Section Assessment, #1 – 3 (text 110) and complete 4.4 Quiz

Homework: Learning targets (answer & annotate) due F 9/20; Ancient Egypt Test F 9/20

Wednesday, September 18th

Bell Ringer: #25. Analyzing Visuals text 108-109 

Classwork: Students copied today’s learning targets: I CAN… 35) outline what each symbol in the hieroglyphic system represented, 36) choose 3 advantages of using papyrus, 37) distinguish one advantage and one disadvantage of hieroglyphic writing style, 38) identify sphinx, 39) list 2 large structures created by Egyptian architects, 40) explain the symbolism of obelisk placed at the gates of temples, 41) name the most sacred part of the temple, 42) conclude why many Egyptian temples had sphinxes guarding the entrances, 43) tell 2 common subjects of Egyptian paintings, 44) analyze the importance of the discovery of King Tutankhamen’s tomb, 45) Evaluate why Egyptians drew animals realistically but humans in a distinctive style.

Discussed Ancient Egypt and Kush (Pharaohs & Egyptian Achievements).

Read Chapter 4 Section 5 (Ancient Kush).

Students completed 4.5 Ancient Kush Outline/Pamphlet (using 4.5 Learning Targets to fill in the outline).   Ancient Kush Pamphlet

Students completed 4.5 Section Assessment, #1 – #5.

Homework: Learning targets (answer & annotate) due F 9/20; 4.5 Quiz Th 9/19; Ancient Egypt Test F 9/20

Thursday, September 19th

Bell Ringer: #26. Interpreting Maps text 112 

Classwork: Students copied today’s learning targets: I CAN… 46) choose 4 valuable resources the kingdom of Kush possessed, 47) compare the geography of Kush to that of Egypt and Mesopotamia, 48) name 5 raw materials Kush sold to Egypt, 49) explain why Egypt attacked Kush, 50) analyze the cultural diffusion between Egypt and Kush due to Egypt’s 450 year occupation of Kush, 51) infer why Kushite kings ruled from Napata beginning around 850 BC, 52) determine how the Assyrians defeated the Kushites, 53) assume how Kush was able to conquer Egypt, 54) analyze the cultural diffusion between Kush and Egypt due to Kush’s conquest of Egypt, 55) select Kush’s capital city, 56) inspect how Kush rebuilt its economy, 57) label 6 areas where archaeologists may find Kushite export items, 58) name 4 Kushite customs borrowed from other cultures, 59) choose 3 reasons why agriculture and ironmaking declined in Kush, 60) contrast the rule of Kushite women to these of women from other cultures, 61) discover how shifts in trade routes affected Kush.

Reviewed/graded 4.5 Section Assessment, #1 – #5 and completed 4.5 Quiz.

Answer & annotate Learning Targets for 4.1 – 4.5.

Homework: Learning targets (answer & annotate) due F 9/20; Ancient Egypt Test F 9/20

Friday, September 20th

No Bell Ringer

Classwork: Students copied today’s learning targets: I CAN… answer various questions on the Ancient Egypt & Kush test.

Students turned in Learning Targets and completed Ancient Egypt & Kush Test

Homework: None

 

World History ~ September 9 – 13

Monday, September 9th

Bell Ringer: #19. Analyzing Visuals text 95 & text 97

Classwork: Students copied today’s learning targets: I CAN…9) state how long the Old Kingdom lasted, 10) list 5 responsibilities of the pharaoh, 11) determine 2 advantages and 2 disadvantages of a majority of the population being unskilled laborers, 12) identify the 4 main Egyptian gods/goddesses and what each represented, 13) evaluate why Egyptians worshipped gods differently throughout the kingdom, 14) contrast the Sumerian and Egyptian views of the afterlife, 15) define mummy, 16) explain the difference between the ka and the body, 17) support why the Egyptians believed it was important to preserve the physical body, 18) recall how many limestone blocks were used to build the Great Pyramid, 19) describe the shape of a pyramid, 20) conclude how the use of animal-drawn, wheeled vehicles affected pyramid construction, 21) assess why the Egyptians built spectacular pyramids, 22) choose whether or not the Egyptians were gloomy and obsessed with death.

Vote for SGA Representatives 

Students reviewed/graded 4.1 Section Assessment, #1 – 4 and completed 4.1 Quiz Geography and Ancient Egypt.

Discussed Ancient Egypt and Kush (The Old Kingdom, Social Structure, Afterlife, Mummies).

Complete 4.2 Section Assessment, #1 – 4 (text 99)

Homework: Use learning targets to study for 4.2 Quiz W 9/11

Tuesday, September 10th

Bell Ringer: #20. Analyzing Visuals text 99

Classwork: Students copied today’s learning targets: I CAN…9) state how long the Old Kingdom lasted, 10) list 5 responsibilities of the pharaoh, 11) determine 2 advantages and 2 disadvantages of a majority of the population being unskilled laborers, 12) identify the 4 main Egyptian gods/goddesses and what each represented, 13) evaluate why Egyptians worshipped gods differently throughout the kingdom, 14) contrast the Sumerian and Egyptian views of the afterlife, 15) define mummy, 16) explain the difference between the ka and the body, 17) support why the Egyptians believed it was important to preserve the physical body, 18) recall how many limestone blocks were used to build the Great Pyramid, 19) describe the shape of a pyramid, 20) conclude how the use of animal-drawn, wheeled vehicles affected pyramid construction, 21) assess why the Egyptians built spectacular pyramids, 22) choose whether or not the Egyptians were gloomy and obsessed with death.

Discussed Ancient Egypt and Kush  (The Old Kingdom, Social Structure, Afterlife, Mummies).

Complete 4.2 Section Assessment, #1 – 4 (text 99)

Homework: Use learning targets to study for 4.2 Quiz W 9/11; finish 4.2 Section Assessment

Wednesday, September 11th

Bell Ringer: #21. Biography Queen Hatshepsut text 101

Classwork: Students copied today’s learning targets: I CAN…23) locate the Hyksos’ homeland, 24) list 2 reasons why the pharaoh’s power declined at the end of the Old Kingdom, 25) discuss Egypt’s military preparedness as it relates to the Hyksos’ invasion, 26) identify Hatshepsut, 27) discover 2 reasons for the weakening of the New Kingdom, 28) assess 2 reasons why New Kingdom rulers wanted to control the eastern Mediterranean shore, 29) show 2 jobs of scribes, 30) conclude why architects were highly valued by pharaohs, 31) recommend the best job in Egypt: scribe, artisan, artist, architect, or soldier, 32) name the occupation of most Egyptians, 33) tell 3 jobs slaves in Egypt performed, 34) show 2 ways we learned about Egyptian toys and games.

Discussed Ancient Egypt and Kush  (Pyramids, Art & Writing, The New Kingdom).

Students reviewed/graded 4.2 Section Assessment, #1 – 4 (text 99) and completed 4.2 Quiz.

Homework: Use learning targets & notes to study for 4.3 Quiz F 9/13

Thursday, September 12th

No Bell Ringer

Classwork:  Performance Series Testing

Complete Student Needs Assessment for OMMS Counselors by filling out this Google Form https://forms.gle/fLrKM7tKxCyC4FPj8

Students read 4.3 thoroughly, 4.3 RWP (outline/taking notes as they read).

Homework: 4.3 RWP; 4.3 Quiz F 9/13

Friday, September 13th

Bell Ringer: #22. Interpreting Maps text 102 & Analyzing Visuals text 103

Classwork: Students copied today’s learning targets: I CAN…23) locate the Hyksos’ homeland, 24) list 2 reasons why the pharaoh’s power declined at the end of the Old Kingdom, 25) discuss Egypt’s military preparedness as it relates to the Hyksos’ invasion, 26) identify Hatshepsut, 27) discover 2 reasons for the weakening of the New Kingdom, 28) assess 2 reasons why New Kingdom rulers wanted to control the eastern Mediterranean shore, 29) show 2 jobs of scribes, 30) conclude why architects were highly valued by pharaohs, 31) recommend the best job in Egypt: scribe, artisan, artist, architect, or soldier, 32) name the occupation of most Egyptians, 33) tell 3 jobs slaves in Egypt performed, 34) show 2 ways we learned about Egyptian toys and games.

Discussed Ancient Egypt and Kush  (Pyramids, Art & Writing, The New Kingdom).

Review 4.3 RWP; Complete/review together 4.3 Section Assessment, #1 – 4 (text 104); Complete 4.3 Quiz

Homework: Topic 3 Learning Targets (answer & annotate) due F 9/20

 

World History ~ September 2 – 6

Monday, September 2nd

No School – Labor Day

Tuesday, September 3rd

Bell Ringer: #16.  Interpreting Maps text 81 

Classwork:  Students copied today’s learning targets: I CAN…22) state the date when Hammurabi became king of Babylon, 23) explain how Hammurabi conquered Mesopotamia, 24) evaluate the benefits of a written law code, 25) detail the fall of the Hittite kingdom, 26) list three (3) strengths of the Assyrian military, 27) explain the impact of the Hittite’s chariots on their opponents, 28) summarize how the Assyrians governed their empire, 29) list advances made by the Chaldeans, 30) name places where Phoenician ships sailed, 31) analyze why the Phoenician alphabet was an important development and 32) assess why Phoenicians became successful sea traders versus land traders.

We reviewed 3.4  Later Peoples of the Fertile Crescent Reading with a Purpose. Each student reviewed/compared the section with a partner verifying all major points are discussed/written.

We completed/reviewed/graded 3.4 Section Assessment (text 81; #1 – #4) as a guided/purposeful reading of pages 76-81.

Students completed 3.4 Later Peoples of the Fertile Crescent Multiple Choice Quiz.

Students continued using their learning targets, bell ringers, notes, section assessments, and textbooks to prepare for Mesopotamia and the Fertile Crescent Test.

Homework: Mesopotamia Test W 9/04

Wednesday, September 4th

No Bell Ringer 

Classwork:  Students copied today’s learning targets: I CAN…33) answer questions relating to Mesopotamia and the Fertile Crescent.

Study for a few minutes.

Turn in 3.4 Reading With a Purpose (all classes) and Learning Targets..

Students completed Mesopotamia and the Fertile Crescent Test.

Homework: None

Thursday, September 5th

Bell Ringer: #17.  text p. 91; Interpreting Maps — Answer #1) , #2) and the following two questions: #3) Where is the Nile Delta, #4) What is the land to the east and west of the Nile Valley like?

Classwork: Students copied today’s learning targets: I CAN…1)identify the locations of Upper and Lower Egypt, 2)compare and contrast the flooding of the Tigris and Euphrates with the Nile, 3)compare Sumerian irrigation systems to Egyptian irrigation systems, 4)analyze why Egyptians did not build city walls, 5)define pharaoh, 6)explain how the pharaoh’s crown symbolized the unification of Egypt, 7)list 3 decisions Menes made to demonstrate the unification of Egypt and 8)list 2 geographic advantages of Upper Egypt and of Lower Egypt.

Students transferred Topic 2 notes to Previous Topics.

Labeled locations & colored Ancient Egypt Map.  ancient-egypt blank map   Map of Egypt Directions

Students reviewed tests/scores from Mesopotamia and the Fertile Crescent Test.

Students began reading Chapter 4 Section 1 and answering/annotating Topic 3 Learning Targets.

Homework: Finish Ancient Egypt Map due F 9/06; Study for 4.1 Quiz M 9/09

Friday, September 6th

Bell Ringer: #18. Why was Egypt called the Gift of the Nile?

Classwork: Students copied today’s learning targets: I CAN…1)identify the locations of Upper and Lower Egypt, 2)compare and contrast the flooding of the Tigris and Euphrates with the Nile, 3)compare Sumerian irrigation systems to Egyptian irrigation systems, 4)analyze why Egyptians did not build city walls, 5)define pharaoh, 6)explain how the pharaoh’s crown symbolized the unification of Egypt, 7)list 3 decisions Menes made to demonstrate the unification of Egypt and 8)list 2 geographic advantages of Upper Egypt and of Lower Egypt.

Reviewed/graded Ancient Egypt Map (students labels locations & colored in previous class).  ancient-egypt blank map   Map of Egypt Directions

Discussed Ancient Egypt and Kush  (The Impact of Geography and The Old Kingdom).

Complete 4.1 Section Assessment, #1 – 4

Homework: Finish 4.1 Section Assessment due M 9/09; Study for 4.1 Quiz M 9/09

 

 

World History ~ August 26 – 30

Monday, August 26th

Bell Ringer: #11. Analyzing Visuals text p. 67 

Classwork: Students copied today’s learning targets: I CAN…10) define polytheism and determine why Sumerians practiced polytheism, 11) list the powers Sumerians believed their gods possessed and 12) explain why priests achieved a high status in Sumer’s social hierarchy.

We discussed Mesopotamia and the Fertile Crescent (Empires in Ancient Mesopotamia, Sargon’s Empire, The Culture of Mesopotamia).

We completed 3.2 Section Assessment as a guided/purposeful reading of pages 64-68.

Exit Slip – Why did Sumerians practice polytheism?

Homework: Use your learning targets to study for tomorrow’s The Rise of Sumer Matching 3.2 Quiz; answer & annotate LTs (due on test day).

Tuesday, August 27th

Bell Ringer: #12. Read ‘Men and Women in Sumer’ on page 68. Create a T-chart with men on one side and women on the other to compare and contrast their roles in Sumerian society.

Classwork: Students copied today’s learning targets: I CAN…10) define polytheism and determine why Sumerians practiced polytheism, 11) list the powers Sumerians believed their gods possessed and 12) explain why priests achieved a high status in Sumer’s social hierarchy.

We review/graded 3.2 Section Assessment as a guided/purposeful reading of pages 64-68.

Students completed The Rise of Sumer Matching 3.2 Quiz.

We discussed Mesopotamia and the Fertile Crescent (The Culture of Mesopotamia – Writing & Sciences).

Students graded bell ringers.

Homework: Use your learning targets and notes to review; answer & annotate LTs (due on test day).

Wednesday, August 28th

Bell Ringer: #13. Analyzing Information text 71.

Classwork:  Students copied today’s learning targets: I CAN…13) describe how Sumerians wrote, 14) explain why scribes achieved a high status in Sumer’s social hierarchy, 15) illustrate the evolution of cuneiform, 16) identify the many technical advances made by the Sumerians, 17) select the mathematical advancements we use everyday relation to time, 18) evaluate the technical advancement that impacts us today, 19) explain why the ziggurat was the most important of Sumerian architectural achievements, 20) compare and contrast the homes of wealthy Sumerians to those of common Sumerians and 21) list the different types of art that Sumerians created.

We discussed Mesopotamia and the Fertile Crescent (The Culture of Mesopotamia – Writing & Sciences).

Students graded bell ringers #5 – #13.

We completed 3.3 Section Assessment (text 73; #1 – #4) as a guided/purposeful reading of pages 69-73

Homework: Answer & annotate LTs & Notes; Finish 3.3 Section Assessment; 3.3 Quiz Th 8/29

Thursday, August 29th

Bell Ringer: #14.  Analyzing Visuals text 73

Classwork:  Students copied today’s learning targets: I CAN…13) describe how Sumerians wrote, 14) explain why scribes achieved a high status in Sumer’s social hierarchy, 15) illustrate the evolution of cuneiform, 16) identify the many technical advances made by the Sumerians, 17) select the mathematical advancements we use everyday relation to time, 18) evaluate the technical advancement that impacts us today, 19) explain why the ziggurat was the most important of Sumerian architectural achievements, 20) compare and contrast the homes of wealthy Sumerians to those of common Sumerians and 21) list the different types of art that Sumerians created.

We reviewed/graded 3.3 Section Assessment (text 73; #1 – #4) as a guided/purposeful reading of pages 69-73.

Students completed 3.3 Sumerian Achievements Fill-in-the-Blank Quiz.

Students completed 3.4 Later Peoples of the Fertile Crescent Reading with a Purpose.

Homework: 3.4 Quiz Tu 9/03; Mesopotamia Test W 9/04

Friday, August 30th

Bell Ringer: #15.  Interpreting Maps text 78 

Classwork:  Students copied today’s learning targets: I CAN…22) state the date when Hammurabi became king of Babylon, 23) explain how Hammurabi conquered Mesopotamia, 24) evaluate the benefits of a written law code, 25) detail the fall of the Hittite kingdom, 26) list three (3) strengths of the Assyrian military, 27) explain the impact of the Hittite’s chariots on their opponents, 28) summarize how the Assyrians governed their empire, 29) list advances made by the Chaldeans, 30) name places where Phoenician ships sailed, 31) analyze why the Phoenician alphabet was an important development and 32) assess why Phoenicians became successful sea traders versus land traders.

Students finished 3.4 Later Peoples of the Fertile Crescent Reading with a Purpose.

We completed 3.4 Section Assessment (text 81; #1 – #4) as a guided/purposeful reading of pages 76-81.

Homework: 3.4 Section Assessment due Tu 9/03; 3.4 Quiz Tu 9/03; Mesopotamia Test W 9/04; Enjoy your long weekend!

 

World History ~ August 19 – 23

Monday, August 19th

Bell Ringer:  #7.  Explain in detail about the discovery and research of Otzi the Iceman.  Write a five-to-eight sentence paragraph that provides specific details or examples using RACES.

Classwork:  Students copied today’s learning target: I CAN…1) describe the discovery of Otzi the Iceman, 2) list 6 items from Otzi’s tool kit and 3) list and describe various types of prehistoric artifact to the correct theory of its use as determined by social scientist.

Students received classroom codes today to join their respective class period of World History in Google Classroom.

Once in Google Classroom, students read an article pertaining to Otzi the Iceman and then answered a question and responded to a classmate’s answer to the question.

What did you find most interesting from the article ‘Last meal of ancient Iceman revealed’?

Answer the question above and also reply to a classmate’s response.

Students shared with me their goal for tomorrow’s test on their way out of class today.

Homework:   Use learning targets and notes to study for The Stone Ages and Early Cultures Test Tu 8/20

Tuesday, August 20th

Bell Ringer: Study for test

Classwork:  We discussed today’s learning target: I CAN…1) demonstrate mastery of stated learning targets related to the Stone Ages & Early Cultures.

Students completed today’s bell ringer.  

Students completed Stone Ages & Early Cultures Test.

Students selected their 2 best bell ringer responses from this week and swapped papers with their SOUTH Compass Partner. Students used the FCA’s for this week’s bell ringers to grade their partners’ responses and students provided one compliment and one improvement for their partners’ responses.

Homework:   None

Wednesday, August 21st

Bell Ringer: #8. Interpreting Maps text 59.

Classwork:  Students copied tonight’s assignment.

Students copied today’s learning targets: I CAN…1) define Mesopotamia and identify the two rivers on which it developed, 2) define Fertile Crescent and describe its borders (boundaries), 3) list the dates and essential elements necessary for the development of civilization in Mesopotamia, 4) explain why irrigation was essential to sustainable farming, 5) list the consequences successful irrigation had towards the development of civilization and 6) determine the impact large scale projects had towards the development of government.

Students transferred Topic 1 from Notes to Previous Topics in their Binders..

We discussed Mesopotamia and the Fertile Crescent (Civilization in Mesopotamia & City-States of Mesopotamia) [slides 1 -3]

We read pages 58-61 from the students’ textbooks. Students completed 3.1 Section Assessment on page 61.

Exit Slip – Why was irrigation essential to sustainable farming?

Homework: Use learning targets, notes, and section assessment to study for quiz.

Thursday, August 22nd

Bell Ringer: #9. Interpreting Maps text  p. 63.

Classwork: Students copied today’s learning targets: I CAN…7) list the occupation of most Sumerians and explain how this influenced where they lived and 8) define city-state and evaluate their relationship with one another.

We reviewed/completed 3.1 Section Assessment as a guided/purposeful reading of pages 58-61.

Students completed Geography of the Fertile Crescent True/False Quiz.

We discussed Mesopotamia and the Fertile Crescent (Sumerian Cities, Kingship, Economy and Society, Empires in Ancient Mesopotamia). [slides 4 -10]

Homework:  Review learning targets and notes.

Friday, August 23rd

Bell Ringer: #10. Interpreting Maps text  p. 65.

Classwork: Students copied today’s learning targets: I CAN…7) list the occupation of most Sumerians and explain how this influenced where they lived and 8) define city-state and evaluate their relationship with one another and 9) analyze the steps Sargon took to build the world’s first empire.

We discussed Mesopotamia and the Fertile Crescent (Sumerian Cities, Kingship, Economy and Society, Empires in Ancient Mesopotamia, Sargon’s Empire). [slides 10 – 13]. Students read text 64 – 68 and took notes on the most important facts.

Exit Slip – Tell me three things you learned about Sumerian cities today.

Homework:  Review learning targets and notes.

World History ~ August 12 – 16

Monday, August 12th

Bell Ringer: #3. How should you conduct yourself when you visit either the front office or the administrative office? Write a five-to-eight sentence paragraph that provides specific details or examples.

In Class: Students completed today’s bell ringer using the following FCA’s based on the RACES writing strategy:

  • Restate and Answer the question [2 pts] one sentence 10%
  • Cite [3 pts] and Explain [3 pts] three pieces of evidence to support your answer three sentences   x 25% 
  • Summarize your expected outcome [2 pts] one sentence 15%

Students copied tonight’s assignment.

Students copied today’s learning targets: I CAN…1) list items women gathered and men hunted, 2) describe nomadic groups, 3) determine if equality existed between men and women in the Paleolithic Age, 4) list Paleolithic shelters, and 5) list uses of fire during the Paleolithic Age.

We set-up students binders today by labeling their tab dividers and ensuring that the items from last week were in the correct sections of their binders.

We then discussed The-Stone-Ages-and-Early-Cultures.

Students determined if equality existed between men and women during the Paleolithic Age by explaining why social scientist believed it did exist as their exit slip.

Assignment: Use learning targets to review today’s notes.

Tuesday, August 13th

Bell Ringer: #4. What does appropriate behavior look like when visiting the media center to check out a book, return a book, pay a fine, or use available technology? Write a five-to-eight sentence paragraph that provides specific details or examples.

Classwork:  Students completed today’s bell ringer using the following FCA’s based on the RACES writing strategy:

  • Restate and Answer the question [2 pts] one sentence 10%
  • Cite [3 pts] and Explain [3 pts] three pieces of evidence to support your answer three sentences   x 25% 
  • Summarize your expected outcome [2 pts] one sentence 15%

Students copied tonight’s assignment.

We discussed today’s learning target: I CAN…1) define revolution. 2) describe the significant features of the Mesolithic Age. 3) list two Neolithic farming villages. 4) list eleven consequences of the Neolithic Agricultural Revolution. 5) describe the discovery of Otzi the Iceman. 6) list six items from Otzi’s toolkit. 7) list and explain the seven characteristics of civilization.

We then discussed The-Stone-Ages-and-Early-Cultures.

We watched videos relating to Catal Huyuk.

Students selected their absolute best bell ringer response from the past week and swapped papers with a partner. Students used the FCA’s for this week’s bell ringers to grade their partners’ responses and students provided one compliment and one improvement for their partners’ responses.

Homework:   Stone Age Quiz F 8/16 and Stone Age Test Tu 8/20 

Wednesday, August 14th

Bell Ringer: #5.  Read textbook page 35 – 36. List three (3) specific reasons why social scientists think the cave painting of a human was created. Write a five-to-eight sentence paragraph that provides specific details or examples.

Classwork:  Students completed today’s bell ringer using the RACES writing strategy:

  • Restate and Answer the Question
  • Cite Evidence #1
  • Cite Evidence #2
  • Cite Evidence #3
  • Explain Evidence #1
  • Explain Evidence #2
  • Explain Evidence #3
  • Summarize the outcome

Students copied tonight’s assignment.

We discussed today’s learning target: I CAN…1) define revolution. 2) describe the significant features of the Mesolithic Age. 3) list two Neolithic farming villages. 4) list eleven consequences of the Neolithic Agricultural Revolution. 5) describe the discovery of Otzi the Iceman. 6) list six items from Otzi’s toolkit. 7) list and explain the seven characteristics of civilization.

We then finished discussing The-Stone-Ages-and-Early-Cultures.

We watched videos relating to Catal Huyuk and Otzi the Iceman.

Homework:   Stone Age Quiz F 8/16 and Stone Age Test Tu 8/20 

Thursday, August 15th

Bell Ringer: #6.  List and describe three (3) specific differences between Paleolithic Age and Neolithic Age. Write a five-to-eight sentence paragraph that provides specific details or examples.

Classwork:  Students completed today’s bell ringer using the RACES writing strategy:

  • Restate and Answer the Question
  • Cite Evidence #1
  • Cite Evidence #2
  • Cite Evidence #3
  • Explain Evidence #1
  • Explain Evidence #2
  • Explain Evidence #3
  • Summarize the outcome

We discussed today’s learning target: I CAN…1) define revolution. 2) list and explain the seven characteristics of civilization. 3) list and describe various types of prehistoric artifacts and theory of its use as determined by social scientist.

We defined revolution as a class and finished discussing The-Stone-Ages-and-Early-Cultures. (Emergency of Civilization).

Exploring the Past_ Archaeologists, Anthropologists & Historians comparing cave painting, tools, etc. and their representations.

PaleoNeo Comparison Chart Key  Paleolithic, Mesolithic, and Neolithic comparison.

Homework:   Stone Age Quiz F 8/16 and Stone Age Test Tu 8/20

Friday, August 16th

Bell Ringer:  Study for quiz

Classwork:  We discussed today’s learning target: I CAN…1) demonstrate mastery of stated learning targets related to the Stone Ages. 2) list and describe various types of prehistoric artifact to the correct theory of its use as determined by social scientist.

Students completed Stone Ages Quiz.

Exploring the Past_ Archaeologists, Anthropologists & Historians comparing cave painting, tools, etc. and their representations.

PaleoNeo Comparison Chart Key  Paleolithic, Mesolithic, and Neolithic comparison.

Homework:   Stone Age Test Tu 8/20

 

Welcome Back to OMMS!!!

We are going to have an amazing 2019-2020 school year!

World History ~ August 5 – 9

Thursday, August 8th

1st Day of School

Bell Ringer: What does a good classroom student do to be successful? Write a five-to-eight sentence paragraph that provides specific details or examples.

Classwork: Students found their assigned seat and began completing today’s bell ringer using the following FCA’s based on the RACES writing strategy:

  • Restate and Answer the question one sentence [2 pts]
  • Cite [3 pts] and Explain [3 pts] three pieces of evidence to support your answer three sentences   
  • Summarize your expected outcome one sentence [2 pts]
  •  

Students copied tonight’s assignment.

Students copied today’s learning target: I CAN…1)list the seven themes for understanding World History. Learning targets this year will serve as exit slips for students and for test study guides.

We reviewed the Mrs. Kennedy World History 8 Syllabus 2019-2020.

We then discussed Themes for Understanding World History.

Students told me one of the seven themes for understanding World History as they exited class today.

Homework: Get plenty of rest tonight! Bring all history supplies by M 8/12.

Friday, August 9th

Bell Ringer: How can you assure that you are never tardy to a class? Write a five-to-eight sentence paragraph that provides specific details or examples.

Classwork:  Finish discussing Themes for Understanding World History;

Students completed today’s bell ringer using the following FCA’s based on the RACES writing strategy:

  • Restate and Answer the question one sentence [2 pts]
  • Cite [3 pts] and Explain [3 pts] three pieces of evidence to support your answer three sentences   
  • Summarize your expected outcome one sentence [2 pts]
    •  

Students copied tonight’s assignment.

Students copied today’s learning targets: I CAN…1) list the seven themes for understanding World History, 2) list items women gathered and men hunted, 3) describe nomadic groups, 4) determine if equality existed between men and women in the Paleolithic Age, 5) list Paleolithic shelters, and 6) list uses of fire during the Paleolithic Age.

We then discussed Themes for Understanding World History and The-Stone-Ages-and-Early-Cultures.

Students listed three of the seven themes for understanding World History today as their exit slip. This will be a silver grade for the students.

Homework:  Use learning targets to review today’s notes & bring history supplies M 8/12 ~ HAVE A GREAT WEEKEND!